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Autism Research and Treatment
Volume 2014 (2014), Article ID 472120, 10 pages
http://dx.doi.org/10.1155/2014/472120
Research Article

Characteristics of Children Who Lost the Diagnosis of Autism: A Sample from Istanbul, Turkey

1Child Psychiatry Department, Istanbul School of Medicine, Istanbul University, 34080 Istanbul, Turkey
2Istanbul Institute of Child & Adolescent Psychiatry, 34365 Istanbul, Turkey
3Department of Special Education, Marmara University, 34730 Istanbul, Turkey
4Private Education Center, 34140 Istanbul, Turkey

Received 13 November 2013; Revised 25 February 2014; Accepted 30 March 2014; Published 27 April 2014

Academic Editor: Bennett L. Leventhal

Copyright © 2014 Nahit Motavalli Mukaddes et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Aim. The aim of this study was to describe a group of children who lost a diagnosis of autism following participation in early educational programs. Method. This is a descriptive study reporting the characteristics of children (n: 39) who lost their diagnosis of autism and explaining the educational programs that these children followed. The data were collected by reviewing the participants’ files and through examinations. Results. All of the children were placed at regular psychiatric follow-ups. The mean age at referral was 2.39±0.75 years, whereas the mean age at the time of optimal outcome reported was years. Two of the children were in early intensive behavioral intervention (EIBI), and the rest were in a comprehensive naturalistic behavioral program. The childhood autism rating scale (CARS) total scores at baseline and final were and , respectively. The mean IQ of the group at final examination was . Conclusion. It could be concluded that a group of children with an autism diagnosis could lose the diagnosis of autism upon early intervention. High IQ and the development of communicative and language skills at an early age could be the most powerful factors contributing to an optimal outcome.