La relation entre la familiarité familiale avec l'autisme et les résultats développementaux

Titre original en anglais : The relation between family familiarity with autism and developmental outcomes

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Morris, I. F., Mansolf, M., Sherlock, P., Calub, C. A., Camargo, C. A., Kelly, R. S., Lyall, K., McEvoy, C. T., Northrup, J. B., Wilkening, G., Wright, R. J., Zelazo, P. D., & Outcomes, o. b. o. p. c. f. E. i. o. C. H. (2024). The relation between family familiarity with autism and developmental outcomes. Neurodiversity, 2. https://doi.org/10.1177/27546330241280701

Date de publication: 01/01/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
13
Auteur·ices de la publication identifié·es comme autistes
1 / 13 (7,7 %)
  1. Isabelle F. Morris *
  2. Maxwell Mansolf
  3. Phillip Sherlock
  4. Catrina A. Calub
  5. Carlos A. Camargo
  1. Rachel S. Kelly
  2. Kristen Lyall
  3. Cindy T. McEvoy
  4. Jessie B. Northrup
  5. Greta Wilkening
  1. Rosalind J. Wright
  2. Philip David Zelazo
  3. on behalf of program collaborators for Environmental influences on Child Health Outcomes

Résumé

L'évolution du développement typique et atypique de l'enfant varie probablement selon la compréhension qu'ont les familles des besoins développementaux de leur enfant et le soutien qu'elles leur apportent. En analysant des données longitudinales (N = 823 enfants autistes) issues de 37 cohortes, nous avons exploré la relation entre la familiarité familiale avec l'autisme (définie par la présence d'un frère ou d'une sœur autiste) et le développement cognitif et social des enfants ainsi que leurs résultats émotionnels et comportementaux. Une plus grande familiarité avec l'autisme était associée à un âge de diagnostic plus précoce, mais aussi à des résultats neurodéveloppementaux, au-delà de l'âge au diagnostic. Au cours de la petite enfance, les enfants du groupe familier avec l'autisme obtenaient de meilleurs résultats aux Mullen Scales of Early Learning que ceux du groupe non familier (différences moyennes de scores T de 3 à 5). Plus un enfant était diagnostiqué tardivement, plus la relation entre la familiarité avec l'autisme et des scores plus élevés en langage réceptif et en réception visuelle était forte. L'âge au diagnostic était associé à davantage de problèmes évalués par les parents sur un éventail de scores de la Child Behavior Checklist pendant l'enfance moyenne et l'adolescence. Les résultats indiquent qu'une plus grande familiarité avec l'autisme est associée à des résultats plus positifs du développement cognitif chez les enfants autistes. Bien que corrélationnels, ces résultats sont compatibles avec la possibilité que le développement des enfants autistes puisse être considéré comme une adaptation dans un contexte pouvant être plus (ou moins) favorable aux besoins développementaux des enfants.

The course of typical and atypical child development likely varies depending on families’ understanding and support for their child's developmental needs. Analyzing longitudinal data ( N = 823 children with autism) from 37 cohorts, we explored the relation between family familiarity with autism (defined by the presence of an autistic sibling) and children's cognitive and social development and emotional/behavioral outcomes. Greater autism familiarity was associated with earlier age of diagnosis, but also with neurodevelopmental outcomes, over and above age at diagnosis. In early childhood, children in the autism familiar group performed better on the Mullen Scales of Early Learning compared to those in the unfamiliar group (mean T-score differences of 3–5). The later a child was diagnosed, the stronger the relation between autism familiarity and higher scores on receptive language and visual reception. Age at diagnosis was associated with more parent-rated problems on a range of Child Behavior Checklist scores in middle childhood and adolescence. Findings indicate that greater autism familiarity is associated with more positive cognitive developmental outcomes for children on the spectrum. Although correlational, these findings are consistent with the possibility that autistic children's development can be viewed as adaptation within a context that can be more (or less) supportive of children's developmental needs.

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Références citées
49
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
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Occurrences d’auteur·ices cité·es identifié·es comme autistes
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Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 1 / 57 (1,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 303 (0,3 %).
Occurrences citées rattachées à la base AutiHub
57 / 342 (16,7 %)
Auteurices cité·es distinct·es rattaché·es : 44 / 303 (14,5 %)
Occurrences rattachées, non identifiées comme autistes
56 / 57 (98,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 56 / 342 (16,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 43 / 44 (97,7 %).
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