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Developmental Regression in Autism Spectrum Disorders: Implications for Clinical Outcomes

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Comprehensive Guide to Autism

Abstract

This chapter reviews the prevalence, course, and clinical importance of developmental regression, or loss of previously acquired skills, for individuals with autism spectrum disorders (ASD). Although the presence of regression has been thought to signal a unique ASD subtype and possibly predict poorer outcome, the clinical significance of regression has not yet been firmly established. Multiple definitions of regression are employed in the literature and five primary types may be delineated: language, social, language + social, mixed, and unspecified. Research findings are summarized that compare children with ASD who experience regression (ASD-R) and those who do not (ASD-NR) in the following areas: cognitive ability, development, epilepsy, sleep problems, gastrointestinal issues, natal issues, familial medical history, and autism symptomatology. Findings in each broad category are separated according to operational definition of regression with language and mixed regression reflecting the most frequent definitions employed in the literature. Few reliable differences have been found for cognitive ability; epilepsy; developmental milestone attainment; gastrointestinal problems; pre-, peri-, or postnatal problems; medical disorders; or disorders in family members. When compared to counterparts, individuals with ASD-R are more likely to be diagnosed with intellectual disability, experience sleep problems, develop language at a slower rate, and show greater autism symptomatology. The differences, however, are related to particular definitions of regression, such as whether regression is defined as language or more generally. Overall, the research to date should be considered preliminary, and future investigations should take greater care regarding how developmental regression is defined and measured.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Georgia, 325 Aderhold Hall, Athens, GA, 30602, USA

    Brian D. Barger

  2. Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, 30606, USA

    Jonathan M. Campbell

Authors
  1. Brian D. Barger
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  2. Jonathan M. Campbell
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Correspondence to Jonathan M. Campbell .

Editor information

Editors and Affiliations

  1. Department of Biomedical Sciences, University of Westminster, Faculty of Science & Technology, London, United Kingdom

    Vinood B. Patel

  2. Nutritional Sciences Division and Genomics Centre, King's College London, London, United Kingdom

    Victor R. Preedy

  3. Faculty of Society and Health, Buckinghamshire New University, Middlesex, United Kingdom

    Colin R. Martin

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Barger, B.D., Campbell, J.M. (2014). Developmental Regression in Autism Spectrum Disorders: Implications for Clinical Outcomes. In: Patel, V., Preedy, V., Martin, C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4788-7_84

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  • DOI: https://doi.org/10.1007/978-1-4614-4788-7_84

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-4787-0

  • Online ISBN: 978-1-4614-4788-7

  • eBook Packages: Behavioral Science

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