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A Comparison of Behavioral and Emotional Characteristics in Children with Autism, Prader-Willi Syndrome, and Williams Syndrome
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Dimitropoulos, Anastasia; Ho, Alan Y.; Klaiman, Cheryl; Koenig, Kathy; Schultz, Robert T. – Journal of Mental Health Research in Intellectual Disabilities, 2009
In order to investigate unique and shared characteristics and to determine factors predictive of group classification, quantitative comparisons of behavioral and emotional problems were assessed using the Developmental Behavior Checklist (DBC-P) and the Vineland Adaptive Behavior Scales in autistic disorder, Williams syndrome (WS), and…
Descriptors: Check Lists, Emotional Problems, Behavior Problems, Mental Retardation
Clinical Characteristics Associated with Language Regression for Children with Autism Spectrum Disorders
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Jones, Lauren A.; Campbell, Jonathan M. – Journal of Autism and Developmental Disorders, 2010
We investigated correlates of language regression for children diagnosed with autism spectrum disorders (ASD). Using archival data, children diagnosed with ASD (N = 114, M age = 41.4 months) were divided into four groups based on language development (i.e., regression, plateau, general delay, no delay) and compared on developmental, adaptive…
Descriptors: Autism, Adjustment (to Environment), Language Acquisition, Symptoms (Individual Disorders)
Detecting Autism Spectrum Disorder in Children with Intellectual Disability: Which "DSM-IV-TR" Criteria Are Most Useful?
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Hartley, Sigan L.; Sikora, Darryn M. – Focus on Autism and Other Developmental Disabilities, 2010
The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6-15 years) referred to an ASD clinic, semistructured parent interviews were used to…
Descriptors: Mental Retardation, Autism, Criteria, Pervasive Developmental Disorders
Vineland Adaptive Behavior Scales with Mentally Retarded Adults: Informant versus Self-Report.
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Voelker, Sylvia L.; And Others – The Mental Retardation and Learning Disability Bulletin, 1987
The validity of using self report to assess competence on the Vineland Adaptive Behavior Scales was investigated with 16 mentally retarded adults. Self report and informant report showed close agreement for both daily living skills and socialization. Higher functioning subjects provided more information regarding problem behaviors than did their…
Descriptors: Adaptive Behavior (of Disabled), Behavior Problems, Daily Living Skills, Interpersonal Competence
Parenting Stress in Mothers of Children with an Intellectual Disability: The Effects of Parental Cognitions in Relation to Child Characteristics and Family Support
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Hassall, R.; Rose, J.; McDonald, J. – Journal of Intellectual Disability Research, 2005
Background: Recent theories of stress and coping in parents of children with intellectual disabilities (ID) emphasize the importance of cognitive appraisals in influencing parents' levels of stress and their adaptations to difficulties presented by the children. This study investigated the relationships between parental cognitions, child…
Descriptors: Family Support, Life Satisfaction, Behavior Problems, Child Rearing
The Use of Applied Behavioral Analysis in Teaching Children with Autism
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Leblanc, Lise; Richardson, Warnie; McIntosh, Janet – International Journal of Special Education, 2005
The "Intensive Early Intervention Program for Children with Autism" (IEIP) is a program funded by the province of Ontario. It is used to teach/treat young children who have been formally identified as having an autistic spectrum disorder. Intensive Behavioural Intervention (IBI) services are provided to these children, aged 2 to 5 years,…
Descriptors: Early Intervention, Autism, Intelligence Quotient, Young Children