How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality

Autism ◽  
2021 ◽  
pp. 136236132098460
Author(s):  
Reyhane Bakhtiari ◽  
Sarah M Hutchison ◽  
Grace Iarocci
Keyword(s):  
Autism Spectrum Disorder ◽  
Intelligence Quotient ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Self Report ◽  
Age Group ◽  
Self Reports

Self-report measures offer a unique source of information in the assessment and intervention of individuals with autism spectrum disorder. However, it is not known if children with autism spectrum disorder can answer self-report questionnaires accurately and consistently. As a step to address this issue, we examined validity indexes of the Behavior Assessment System for Children, Second Edition, self-report of personality in 139 children and adolescents with and without autism spectrum disorder aged 8–17 years. There were no significant differences between groups on parents’ education, first language spoken at home, intelligence quotient, and age. We examined the influence of diagnosis of autism spectrum disorder, age group, intelligence quotient, and attention problems on the self-report of personality validity indexes (indicators of overly negative or positive, random, inattentive or inconsistent responses). The findings suggest that participants with autism spectrum disorder were more likely to show at least one validity caution on their self-report of personality as compared to their matched typically developing peers. However, this difference might be a result of comorbid attention problems, rather than having a diagnosis of autism spectrum disorder. The diagnosis of autism spectrum disorder was not a significant predictor of the validity indexes. Participants, with and without autism spectrum disorder, with fewer attention problem ratings, higher intelligence quotient scores, and adolescents compared to children showed better validity outcomes. Lay abstract Using self-report questionnaires is an important method in the assessment and treatment of children with autism. Self-reports can provide unique information about children’s feelings and thoughts that is not available through other methods such as parent-reports. However, many clinicians are not sure whether children with autism can provide accurate self-reports. To study this, we examined 139 children and youth with and without autism aged 8–17 years. We looked at the effect of having autism, as well as other factors such as age, intelligence quotient, and attention problems on the validity of self-reports in these children. We examined if the children gave overly negative or positive answers and if they responded to the questions randomly or without paying attention. We found that children with autism can provide acceptable self-reports. However, they have more validity problems compared to their peers without autism. Our findings showed that this difference might be related to having attention problems in addition to autism, rather than having autism by itself. Children, with and without autism spectrum disorder, with fewer attention problems and higher intelligence quotient scores and those in the older age group, showed better validity. This article suggests that clinicians can use self-report measures for children with autism, but they should pay attention to important factors such as children’s intelligence quotient and attention problems.

The effectiveness of sensory integration intervention on the emotional-behavioral problems of children with autism spectrum disorder

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghorban Hemati Alamdarloo ◽  
Hasan Mradi
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Sensory Integration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Control Group ◽  
Content Type

Purpose Autism spectrum disorder is a kind of neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests or activities. The purpose of this paper is to determine the effectiveness of sensory integration intervention on emotional-behavioral problems in children with autism spectrum disorder. Design/methodology/approach This research was conducted in a pretest-posttest design with control group. The participants were 30 children with autism spectrum disorder (6–11 years old) who were selected through convenience sampling from among children with autism spectrum disorder in Zeinab center of Isfahan and were randomly divided into two groups of 15 subjects. The children of the experimental group received 14 sessions of sensory integration intervention while the control group did not receive this intervention. To measure emotional-behavioral problems, the Behavior Assessment System for Children-Second Edition was used. To analyze the data, ANCOVA and MANCOVA tests were used. Findings The results showed that sensory integration intervention improves emotional-behavioral problems and its subscales (hyperactivity, aggression, behavioral problems, anxiety, depression, somatization, attention problems, learning difficulties, atypicality and withdrawal) in children with autism spectrum disorder. Research limitations/implications Therefore, it can be concluded that sensory integration intervention can be a suitable treatment for reducing sensory problems and improving emotional-behavioral problems in children with autism spectrum disorder. Originality/value The study of the effect of sensory integration on emotional-behavioral problems in children with autism spectrum disorder is necessary as a simple and non-side-effect educational and therapeutic method, both as a step to fill the research gap in this field, besides being a cheap and affordable way for improving the various skills of children with autism spectrum disorder for professionals, teachers, parents and educators.

scholarly journals The Impact of COVID-19 on the Adaptive Functioning, Behavioral Problems, and Repetitive Behaviors of Italian Children with Autism Spectrum Disorder: An Observational Study

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 96
Author(s):  
Martina Siracusano ◽  
Eugenia Segatori ◽  
Assia Riccioni ◽  
Leonardo Emberti Gialloreti ◽  
Paolo Curatolo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Adaptive Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Adaptive Skills ◽  
The Impact

Children with autism spectrum disorder (ASD) and their families have represented a fragile population on which the extreme circumstances of the COVID-19 outbreak may have doubly impaired. Interruption of therapeutical interventions delivered in-person and routine disruption constituted some of the main challenges they had to face. This study investigated the impact of the COVID-19 lockdown on adaptive functioning, behavioral problems, and repetitive behaviors of children with ASD. In a sample of 85 Italian ASD children (mean age 7 years old; 68 males, 17 females), through a comparison with a baseline evaluation performed during the months preceding COVID-19, we evaluated whether after the compulsory home confinement any improvement or worsening was reported by parents of ASD individuals using standardized instruments (Adaptive Behavior Assessment System (Second Edition), Achenbach Child Behavior Checklist, Repetitive Behavior Scale-Revised). No significant worsening in the adaptive functioning, problematic, and repetitive behaviors emerged after the compulsory home confinement. Within the schooler children, clinical stability was found in reference to both adaptive skills and behavioral aspects, whereas within preschoolers, a significant improvement in adaptive skills emerged and was related to the subsistence of web-delivered intervention, parental work continuance, and online support during the lockdown.

Mindfulness-Based Interventions and Parent-Child Relationship in Parents of Children With Autism Spectrum Disorder

2022 ◽  
pp. 110-126
Author(s):  
Kamlam Gopalkrishnan Iyer
Keyword(s):  
Autism Spectrum Disorder ◽  
Indian Subcontinent ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Group ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Relationship Importance ◽  
Parent Child

Mindfulness has been noticed in the domain of psychology and neuroscience for the last two decades. With the plethora of studies based on interventional benefits of mindfulness-based techniques in various populations, the present review assesses if parent-child relationship studies effectively use mindfulness-based interventions on parents of children with autism spectrum disorder (ASD). The children are in the age group of below 5 years. The aspects of ASD, mindfulness techniques, and parent-child relationship importance are explored, albeit briefly. One study could be reviewed and was assessed for its treatment fidelity. The conclusion was based on the need to conduct more mindfulness-based intervention studies for the parent population of children in the younger ages and with ASD. This review recommends such replication of studies on the parents of the Indian subcontinent as well.

scholarly journals Physiological and self-report responses of parents of children with autism spectrum disorder to children crying

2018 ◽  
Vol 73 ◽  
pp. 31-39 ◽  
Author(s):  
Yagmur Ozturk ◽  
Andrea Bizzego ◽  
Gianluca Esposito ◽  
Cesare Furlanello ◽  
Paola Venuti
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report

scholarly journals Rasch Analysis of the Korean-Child Behavior Checklist (K-CBCL) to Assess Emotional and Behavioral Problems in Children With Autism Spectrum Disorder

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110407
Author(s):  
Eun-Young Park ◽  
Hyojeong Seo ◽  
Kwang-Sun Cho Blair ◽  
Min-Chae Kang
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Child Behavior ◽  
Rasch Analysis ◽  
Child Behavior Checklist ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Spectrum Disorder ◽  
Item Fit

This study examined the validity of the Korean version of the Child Behavior Checklist (K-CBCL) with 180 children with autism spectrum disorder (ASD) in South Korea. Rasch analysis was applied to examine item fit, item difficulty, suitability of the response scale, and person and item separation indices of the K-CBCL. The results indicated that, with the exception of six out of the 119 items, the K-CBCL had a good item fit. Suitability of the rating scale was supported. Both Attention Problems and Aggressive Behavior factors differentiated two strata of behavior problems of children with ASD, whereas six other factors only captured one stratum of behavior problems. The item separation index indicated that the items were distributed well with high reliability. We demonstrated that statistical item analysis with the Rasch model could provide valuable information related to psychometric properties.

Children gifted in drawing

2012 ◽  
Vol 29 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Jennifer E. Drake ◽  
Ellen Winner
Keyword(s):  
Autism Spectrum Disorder ◽  
Global Assessment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Group

Although one study has reported that 6% of children with autism spectrum disorder (ASD) have drawing talent, no study has examined the incidence of drawing talent in typical children. We asked 153 children aged 6–12 years to draw a picture of their hand. We scored the drawings for the use of detail, correct proportion, and overall contour; assessed the drawings as above average at each age based on a global assessment; and compared the drawings with those of three identified drawing prodigies. Most children were able to capture the overall contour of their hand; the ability to draw relevant details was not common until age 8; and correct proportion was not seen even in the oldest children. We identified 13% of drawings as above average for the child’s age group. However, even those drawings identified as above average were significantly less realistic than the drawings of the prodigies.

scholarly journals Relationship between perceived limit-setting abilities, autism spectrum disorder severity, behaviour problems and parenting stress in mothers of children with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (8) ◽  
pp. 952-959 ◽  
Author(s):  
Phil Reed ◽  
Jessie Howse ◽  
Ben Ho ◽  
Lisa A Osborne
Keyword(s):  
Autism Spectrum Disorder ◽  
Parenting Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Behaviour Problems ◽  
Limit Setting ◽  
Wide Range ◽  
The Relationship

Parenting stress in mothers of children with autism spectrum disorder (ASD) is high and impacts perceptions about parenting. This study examined the relationship between parenting stress and observer-perceived limit-setting ability. Participants’ perceptions of other parents’ limit-setting ability were assessed by showing participants video clips of parenting behaviours. Mothers of 93 children with autism spectrum disorder completed an online survey regarding the severity of their own child’s autism spectrum disorder (Social Communication Questionnaire), their child’s behaviour problems (Strengths and Difficulties Questionnaire) and their own levels of parenting stress (Questionnaire on Resources and Stress). They were shown five videos of other parents interacting with children with autism spectrum disorder and were asked to rate the limit-setting abilities observed in each video using the Parent–Child Relationship Inventory. Higher parenting stress negatively related to judgements about others’ limit-setting skills. This mirrors the literature regarding the relationship between self-reported parenting stress and rating child behaviour more negatively. It suggests that stress negatively impacts a wide range of judgements and implies that caution may be required when interpreting the results of studies in which parenting skills are assessed by self-report.

scholarly journals The Gestures in 2–4-Year-Old Children With Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
QianYing Ye ◽  
LinRu Liu ◽  
ShaoLi Lv ◽  
SanMei Cheng ◽  
HuiLin Zhu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Relative Frequency ◽  
Eye Gaze ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Social Ability ◽  
The Social

Deficits in gestures act as early signs of impairment in social interaction (SI) and communication in children with autism spectrum disorder (ASD). However, the pieces of literature on atypical gesture patterns in ASD children are contradictory. This investigation aimed to explore the atypical gesture pattern of ASD children from the dimensions of quantity, communicative function, and integration ability; and its relationship with social ability and adaptive behavior. We used a semi-structured interactive play to evaluate gestures of 33 ASD children (24–48 months old) and 24 typically developing (TD) children (12–36 months old). And we evaluated the social ability, adaptive behavior, and productive language of ASD and TD children by using the Adaptive Behavior Assessment System version II (ABAS-II) and Chinese Communication Development Inventory (CCDI). No matter the total score of CCDI was corrected or not, the relative frequency of total gestures, behavior regulation (BR) gestures, SI gestures, and joint attention (JA) gestures of ASD children were lower than that of TD children, as well as the proportion of JA gestures. However, there was no significant group difference in the proportion of BR and SI gestures. Before adjusting for the total score of CCDI, the relative frequency of gestures without vocalization/verbalization integration and vocalization/verbalization-integrated gestures in ASD children was lower than that in TD children. However, after matching the total score of CCDI, only the relative frequency of gestures without vocalization/verbalization integration was lower. Regardless of the fact that the total score of CCDI was corrected or not, the relative frequency and the proportion of eye-gaze-integrated gestures in ASD children were lower than that in TD children. And the proportion of gestures without eye-gaze integration in ASD children was higher than that in TD children. For ASD children, the social skills score in ABAS-II was positively correlated with the relative frequency of SI gesture and eye-gaze-integrated gestures; the total score of ABAS-II was positively correlated with the relative frequency of total gestures and eye-gaze-integrated gestures. In conclusion, ASD children produce fewer gestures and have deficits in JA gestures. The deficiency of integrating eye gaze and gesture is the core deficit of ASD children’s gesture communication. Relatively, ASD children might be capable of integrating vocalization/verbalization into gestures. SI gestures and the ability to integrate gesture and eye gaze are related to social ability. The quantity of gestures and the ability to integrate gesture with eye gaze are related to adaptive behavior.Clinical Trial Registration:www.ClinicalTrials.gov, identifier ChiCTR1800019679.

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