The Effects of Inattention/Impulsivity and Aggression on the Development of Toddlers with Autism Spectrum Disorder
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The Effects of Inattention/Impulsivity and Aggression on the Development of Toddlers with Autism Spectrum Disorder Celeste Tevis 1 & Johnny L. Matson 1 & Michaela Brown 1 & Megan Callahan 1 & Esther Hong 1 Accepted: 24 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Autism spectrum disorder (ASD) frequently co-occurs with additional symptoms of psychopathology and challenging behaviors. While aggressive behaviors are often associated with attention deficits and hyperactivity in children with ASD, there is limited research on the impact that inattention/impulsivity and aggressive behaviors have on the developmental functioning of toddlers with ASD. However, identifying comorbidities is necessary for proper intervention. The aim of the current study was to examine the effects of inattention/impulsivity and aggressive behaviors on several domains of developmental functioning in infants and toddlers with ASD as measured by the Battelle Developmental Inventory, Second Edition (BDI-2). This study compared four groups consisting of 29 toddlers each: without inattention/impulsivity or aggressive behaviors (i.e., -I/-A), with inattention/impulsivity but without aggressive behaviors (i.e., + I/-A), without inattention/impulsivity but with aggressive behaviors (i.e., – I/ + A), and with both inattention/impulsivity and aggressive behaviors (i.e., + I/ + A). The results of the current study revealed significant group differences in PersonalSocial, Communication, Motor, and Cognitive domains of the BDI-2. The significance and implications of the present study are discussed. Keywords Inattention . Impulsivity . Aggression . ASD . Toddlers . Developmental
functioning Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication and social interaction, as well as restricted interests and repetitive behaviors (American Psychiatric Association 2013; Park et al. 2016). Since * Celeste Tevis [email protected]
1
Department of Psychology, Louisiana State University, 236 Audubon Hall, Baton Rouge, LA, USA
Journal of Developmental and Physical Disabilities
the 1990′s, prevalence rates of ASD have increased substantially (Matson and Kozlowski 2011; Christensen et al. 2016) and are currently estimated to be about 2.5% of children and adolescents according to both parent-reported ASD diagnoses and population-based studies (Kogan et al. 2018; Xu et al. 2018). Thus, early diagnosis and intervention is crucial to improve outcomes for children with ASD (Woods and Wetherby 2003; Koegel et al. 2014). In addition to the core deficits, other psychiatric features often coexist in children with ASD (Belardinelli et al. 2016). However, identifying comorbidities can be challenging due to overlapping symptoms (Cortese 2016). Approximately 70% of children diagnosed with ASD also have comorbid psychiatric conditions (Stadnick et al. 2017; Belardinelli et al. 2016). Attention Deficit Hyperactivity Disorder (ADHD) is among the most common comorbid conditions (Bela
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