Phase II: Family-centred care
The study is fueled by the desire to research care with families in mind.
Phase II: Measure and define developmental health and identify optimal outcomes that are important to parents, (socialization, functional independence, self-determination, achievement, and behavioural regulation), i.e, puberty, bullying, school achievement independence.
All Phases: Transition Periods & Critical Times of Development
Data from various transition periods (i.e. pre-school to school age, adolescence to adulthood) and critical times of development, such as from initial diagnosis to school entrance, middle childhood, are being collected
A better understanding of developmental trajectories during these times may enable us to better inform practice and policy in the future
Are there distinct developmental trajectories related to transition to school, family well-being, and trajectories for social competence, communication, and internalizing (e.g., depression and anxiety) and externalizing behaviours (aggression)? Will symptoms vary over time and alter the diagnosis?
The primary outcomes were ASD behaviours/symptoms, social competence, communication, mental health/well-being, school achievement and adaptation, and family well-being.
The variables examined were child-centred, so they focused on family, school, services, and community.
Language / Communication
Cognitive Ability / IQ / Developmental Level
FAMILY / SCHOOL / COMMUNITY PREDICTORS
Mental Health / Well-being
ASD Behaviours / Symptoms
This study’s results could lead to an important conceptual shift, that is, rather than thinking about variability in ASD as simply being intrinsic to the child, who then interacts with the outside world, we have gathered evidence to show whether, or not, just like typical children development and growth in children with ASD reflects child, family and contextual factors which are strongly linked, and together determine the course of developmental trajectories through childhood and beyond.
Beyond Sentences: Profiling language and communication in school-aged children with Autism Spectrum Disorder. (2017) Volden J, Dodd E, Engel K, Smith IM, Szatmari P, Fombonne E, Zwaigenbaum L, Mirenda P, Bryson S, Roberts W, Vaillancourt T, Waddell C, Elsabbagh M, Bennett T, Georgiades S, Duku E; Pathways in ASD study team. Journal of Speech, Language and Hearing Research.
Psychometric Properties of the Spence Children's Anxiety Scale: Parent Report in Children with Autism Spectrum Disorder.Jitlina K, Zumbo B, Mirenda P, Ford L, Bennett T, Georgiades S, Waddell C, Smith IM, Volden J, Duku E, Zwaigenbaum L, Szatmari P, Vaillancourt T, Elsabbagh M.J Autism Dev Disord. 2017 Apr 13. doi: 10.1007/s10803-017-3110-8. PMID: 28409361.
Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes. (2018) Zaidman-Zait A, Mirenda P, Szatmari P, Duku E, Smith IM, Vaillancourt T, Volden J, Waddell C, Bennett T, Zwaigenbaum L, Elsabaggh M, Georgiades S; Pathways in ASD Study Team. Journal of Autism and Developmental Disorders.