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Applicability and Psychometric Properties of General Mental Health Assessment Tools in Autistic People: A Systematic Review
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Marianne Berg Halvorsen; Arvid Nikolai Kildahl; Sabine Kaiser; Brynhildur Axelsdottir; Michael G. Aman; Sissel Berge Helverschou – Journal of Autism and Developmental Disorders, 2025
In recent years, there has been a proliferation of instruments for assessing mental health (MH) among autistic people. This study aimed to review the psychometric properties of broadband instruments used to assess MH problems among autistic people. In accordance with the PRISMA guidelines (PROSPERO: CRD42022316571) we searched the APA PsycINFO via…
Descriptors: Psychometrics, Mental Health, Clinical Diagnosis, Evaluation Methods
The Autism-Competency-Group (AutoCom). A Promising Approach to Promote Social Skills in Adults with Autism Spectrum Disorder and Intellectual Disability
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Bergmann, Thomas; Birkner, Joana; Sappok, Tanja; Schmidt, Maria – International Journal of Developmental Disabilities, 2021
Autism spectrum disorders (ASD) are often associated with intellectual disability (ID). ASD-specific group concepts usually focus on people on a high functioning level. The Autism-Competence-Group (AutCom) combines a psycho-educative approach with music and dance/movement interventions in adults with ASD and ID. AutCom includes 16 structured…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Adults
Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol
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Locke, Jill; Hugh, Maria L.; Pullmann, Michael D.; Cook, Heather; Coifman, Jessica; McRee, Erin; Joshi, Mahima; Lyon, Aaron R.; Schwartz, Ilene – Grantee Submission, 2021
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Special Education Teachers
Validity and Reliability of the "Behavior Problems Inventory," the "Aberrant Behavior Checklist," and the "Repetitive Behavior Scale--Revised" among Infants and Toddlers at Risk for Intellectual or Developmental Disabilities: A Multi-Method Assessment Approach
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Rojahn, Johannes; Schroeder, Stephen R.; Mayo-Ortega, Liliana; Oyama-Ganiko, Rosao; LeBlanc, Judith; Marquis, Janet; Berke, Elizabeth – Research in Developmental Disabilities: A Multidisciplinary Journal, 2013
Reliable and valid assessment of aberrant behaviors is essential in empirically verifying prevention and intervention for individuals with intellectual or developmental disabilities (IDD). Few instruments exist which assess behavior problems in infants. The current longitudinal study examined the performance of three behavior-rating scales for…
Descriptors: Rating Scales, Behavior Problems, Developmental Disabilities, Infants
Measuring Repetitive Behaviors as a Treatment Endpoint in Youth with Autism Spectrum Disorder
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Scahill, Lawrence; Aman, Michael G.; Lecavalier, Luc; Halladay, Alycia K.; Bishop, Somer L.; Bodfish, James W.; Grondhuis, Sabrina; Jones, Nancy; Horrigan, Joseph P.; Cook, Edwin H.; Handen, Benjamin L.; King, Bryan H.; Pearson, Deborah A.; McCracken, James T.; Sullivan, Katherine Anne; Dawson, Geraldine – Autism: The International Journal of Research and Practice, 2015
Restricted interests and repetitive behaviors vary widely in type, frequency, and intensity among children and adolescents with autism spectrum disorder. They can be stigmatizing and interfere with more constructive activities. Accordingly, restricted interests and repetitive behaviors may be a target of intervention. Several standardized…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Repetition
Using Functional Analysis Methodology to Evaluate Effects of an Atypical Antipsychotic on Severe Problem Behavior
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Danov, Stacy E.; Tervo, Raymond; Meyers, Stephanie; Symons, Frank J. – Journal of Mental Health Research in Intellectual Disabilities, 2012
The atypical antipsychotic medication aripiprazole was evaluated using a randomized AB multiple baseline, double-blind, placebo-controlled design for the treatment of severe problem behavior with 4 children with intellectual and developmental disabilities. Functional analysis (FA) was conducted concurrent with the medication evaluation to…
Descriptors: Developmental Disabilities, Rating Scales, Reinforcement, Drug Therapy