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Neurodevelopmental Basis of Autism Spectrum Disorder Based on Age and Gender Sursatie Chetram Walden University

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Neurodevelopmental Basis of Autism Spectrum Disorder Based on Age and Gender Sursatie Chetram Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Neurodevelopmental Basis of Autism Spectrum Disorder based on Age and Gender Sursatie Chetram Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Clinical Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Sursatie Chetram has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Jay Greiner, Committee Chairperson, Psychology Faculty Dr. Christos Constantinidis, Committee Member, Psychology Faculty Dr. Bonnie Nastasi, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Neurodevelopmental Basis of Autism Spectrum Disorder based on Age and Gender by Sursatie D. Chetram MA, University of New Haven, 2000 BA, Hunter, CUNY, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University January 9, 2018 Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication, socialization, and restricted/repetitive behaviors. In 2012, one out of every 55 children (1 in 42 boys and 1 in 189 girls) have been diagnosed with ASD in the United States. Only 30-40% of ASD has a known etiology (e.g., genetic predisposition) and the other 60-70% is unknown. Prior to this study, there was no known literature on age and gender differences related to neuro-developmental functioning of ASD. The purpose of this study was to examine how the differences in age and gender of people with ASD were related to total and domain scores, as measured by the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). This quantitative research study included a sample size of 80 and 2 independent variables: age groupings (ages 1-4, 5-8, 9-17, and 18-older), and gender (male and female). The 4 dependent variables were the total and domain scores measured by the ADOS-2. The statistical analyses included a multiple analysis of variance (MANOVA) and a 2-way analysis of variance (ANOVA) to examine age and gender differences in the ADOS-2 domain and total scores. There was a statistically significant difference for age on the domain dependent variables, F(9, 171) = 2.64, p = .007; Wilks’ Lambda = .73; partial η2 = .10. However, there were no statistically significant differences for gender on domain scores and there were no statistically significant differences for age and gender on the overall scores. Those with ASD between ages 5-8 were more severely impaired for socialization when compared to other age groups and other domains. This research can be used for the improvement of intervention strategies for the diverse ASD population, and to improve the understanding of the neurodevelopmental functioning of individuals with ASD based on age and gender. Neurodevelopmental Basis of Autism Spectrum Disorder based on Age and Gender Disorder. by Sursatie D Chetram MA, University of New Haven, 2000 BA, Hunter College, CUNY, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University January 9, 2018 Dedication This paper is dedicated to my children for the sacrifice they endured while I took time away from them to focus on this journey. This is for you, Shaya, my sweet pea and, Laeko, my luv bug.Without the support of my mother and husband, this venture would not have been possible. This paper is also dedicated to my Mai for being my biggest inspiration. I would like to also dedicate this study to all autistic individuals, including my nephew, Kevin. Acknowledgments I would like to thank my children for their love and support. Thank you for the many sacrifices you endured during this pursuit. I am forever grateful to you for your patience and understanding during this process. Thanks to my mom for supporting us in order to make this process possible. To my husband Charles, thank you for supporting our family. Thank you for your love, support, and understanding. Dr. Sakheim, thank you for believing in me and selflessly taking me under your wings. You are an exceptional mentor. Thank you, Dr. Bono, for your supervision, training, and exposure to the body of knowledge on substance abuse. Jeff, I would like to thank you for your encouragement, friendship, love and support during the start of this venture. I would like to thank Dr. James Gordon of Hunter College for his support throughout college and graduate studies. Dr. Gordon, thank you for believing in me and coaching me. Thanks to the so many more mentors and great people I have had throughout my life: from primary school to now attaining my PhD. Dr. Greiner, you have been supportive throughout the dissertation process. You have demonstrated a commitment and academic interest in my work, which instilled a renewed hope and reinforcement to complete the dissertation. Thank you, Dr. Greiner, for facilitating this process. Thanks to Dr. Constantinidis for readily accepting to be a part of my committee and being commitment to my dissertation. I would like to thank all the wonderful professors and teachers who supported me throughout my academic pursuits: elementary, secondary, under-graduate, and graduate schools. I appreciate their contributions. Table of Contents Chapter 1: Introduction to the Study ................................................................................... 1 Background ................................................................................................................... 5 Problem Statement ........................................................................................................ 7 Purpose of Research ...................................................................................................... 8 Research Questions and Hypotheses ............................................................................ 8 Research Question 1 ............................................................................................... 9 Research Question 2 ............................................................................................... 9 Theoretical Framework ................................................................................................. 9 Nature of Study ........................................................................................................... 10 Research Design.......................................................................................................... 11 Population and Data Collection ............................................................................ 12 Operational Definitions ............................................................................................... 12 Assumptions ................................................................................................................ 14 Scope, Delimitations, and Limitations ........................................................................ 15 Significance................................................................................................................. 15 Social Change Implications ........................................................................................ 16 Summary and Transition ............................................................................................. 17 Chapter 2: Literature Review ............................................................................................ 18 Introduction ................................................................................................................. 18 Literature Search Strategy........................................................................................... 19 Databases .............................................................................................................. 19 Key Search Terms ................................................................................................. 19 i Scope of Literature Review .................................................................................. 20 Age and gender differences in ASD ............................................................... 20 Origin of ASD ................................................................................................. 22 Age, Gender, and Neurodevelopment ................................................................... 24 Age and neural development .......................................................................... 25 Gender ....................................................................................................... 29 ASD development vs. typical development: Age and gender effects ............. 30 Theoretical Foundation ............................................................................................... 33 Neurodevelopmental Components ........................................................................ 36 ASD domains .................................................................................................
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