Abstract
The purpose was to investigate and identify patterns of time processing in children with and without autism spectrum disorder (ASD) ages 9–15 years. Preliminary results can give guidance for professionals to provide adequate individualized support for children with ASD.
Primary Author and Speaker: Birgitta Wennberg
Additional Authors and Speakers: Gunnel Janeslätt
Contributing Authors: Annika Sköld
Knowledge on daily time management (DTM) and time processing ability (TPA) in children with autism spectrum disorder (ASD) is scarce, however, various reports show that this is a dominating problem in everyday life. Recent development of methods for improving DTM and TPA have made it necessary to identify individuals who may benefit from intervention. The purpose of this study was to investigate and identify patterns of TPA in children with and without ASD aged 10 – 15 years. Can different patterns in TPA be identified in children with ASD compared to typically developing children? It is a descriptive and comparative cross-sectional study, based on a convenience sample. The participants are children with ASD (n= 199) and typically developing children (n=809) aged 10-15. TPA was measured with an objective instrument, Kit for Assessment of Time processing ability (KaTid-Youth), and DTM was rated by the parents using Time-P 10 – 17 years. Analyzes were made with a hierarchical cluster analysis of patterns of TPA using Ward’s method of agglomeration. Data used were scores from the four subscales of KaTid-Youth. Comparisons between clusters were made concerning differences in TPA, DTM, age, and with or without ASD. Preliminary results show three of four clusters with a pattern consistent with previous research on the development of TPA in typically developing children. The fourth cluster may indicate a non-typical pattern, consisting mainly of children with ASD. Children with ASD are older compared to typically developing children in three of four clusters, which may indicate a delay in TPA. Degree of DTM follows level of TPA. The results provide increased knowledge about time processing, and parent rated DTM in children with and without ASD. The knowledge can provide guidance for professionals to provide adequate individualized support to children with ASD for increased DTM, which can lead to increased independence and participation in their daily lives.
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