Early Regression in Social Communication in Autism Spectrum Disorders: A CPEA Study

Rhiannon Luyster, Jennifer Richler(University of Michigan–Ann Arbor), Susan Risi(University of Michigan–Ann Arbor), Wan-Ling Hsu(University of Michigan–Ann Arbor), Géraldine Dawson(University of Washington), Raphael Bernier(University of Washington), Michelle Dunn(Yeshiva University), Susan Hepburn(University of Colorado Denver), Susan Hyman(University of Rochester), William McMahon(University of Utah), Julie Goudie-Nice(University of Utah), Nancy J. Minshew(University of Pittsburgh), Sally J. Rogers(University of California, Davis), Marian Sigman(University of California, Los Angeles), M. Anne Spence(University of California, Irvine), Wendy A. Goldberg(University of California, Irvine), Helen Tager‐Flusberg, Fred R. Volkmar(Yale University), Catherine Lord(University of Michigan–Ann Arbor)
Developmental Neuropsychology
April 20, 2005
10.1207/s15326942dn2703_2
Cited by 179

Abstract

In a multisite study of 351 children with autism spectrum disorders, 21 children with developmental delays, and 31 children with typical development, this study used caregiver interviews (i.e., the Autism Diagnostic Interview-Revised) at the time of entry into other research projects and follow-up telephone interviews designed for this project to describe the children's early acquisition and loss of social-communication milestones. Children who had used words spontaneously and meaningfully and then stopped talking were described by their caregivers as showing more gestures, greater participation in social games, and better receptive language before the loss and fewer of these skills after the loss than other children with autism spectrum disorders. A significant minority of children with autism without word loss showed a very similar pattern of loss of social-communication skills, a pattern not observed in the children with developmental delays or typical development.

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