Abstract
BackgroundAdaptive behavior, or the ability to function independently in ones’ environment, is a key phenotypic construct in autism spectrum disorder (ASD). Few studies of the development of adaptive behavior during preschool to school-age are available, though existing data demonstrate that the degree of ability and impairment associated with ASD, and how it manifests over time, is heterogeneous. Growth mixture models are a statistical technique that can help parse this heterogeneity in trajectories.MethodsData from an accelerated longitudinal natural history study (n = 105 children with ASD) were subjected to growth mixture model analysis. Children were assessed up to four times between the ages of 3 to 7.99 years.ResultsThe best fitting model comprised two classes of trajectory on the Adaptive Behavior Composite score of the Vineland Adaptive Behavior Scale, Second Edition—a low and decreasing trajectory (73% of the sample) and a moderate and stable class (27%).ConclusionsThese results partially replicate the classes observed in a previous study of a similarly characterized sample, suggesting that developmental trajectory may indeed serve as a phenotype. Further, the ability to predict which trajectory a child is likely to follow will be useful in planning for clinical trials.
Highlights
IntroductionThe ability to function independently in ones’ environment, is a key phenotypic construct in autism spectrum disorder (ASD)
Adaptive behavior, or the ability to function independently in ones’ environment, is a key phenotypic construct in autism spectrum disorder (ASD)
All 106 participants had at least one visit within these age bands, but we made the a priori choice to exclude from analysis one participant with data in age bands 3 and 4, who was an outlier with abnormally high Adaptive Behavior Composite (ABC) scores compared to other participants in the sample
Summary
The ability to function independently in ones’ environment, is a key phenotypic construct in autism spectrum disorder (ASD). Few studies of the development of adaptive behavior during preschool to school-age are available, though existing data demonstrate that the degree of ability and impairment associated with ASD, and how it manifests over time, is heterogeneous. Adaptive behavior has been used rarely as a primary outcome in treatment research (e.g., [16]), though it appears listed amongst secondary outcomes in a number of trials. These include double-blind, placebocontrolled drug studies [17, 18] as well as studies that include behavioral interventions [19]. There has Farmer et al Journal of Neurodevelopmental Disorders (2018) 10:1 been enough interest that researchers are investigating the best statistical methods for detecting change in adaptive functioning for future trials [23]
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