Jessica A. Boisjoli

Examination of adaptive behavior differences in adults with autism spectrum disorders and intellectual disability

Autism spectrum disorders (ASD) and intellectual disabilities (ID) are high prevalence developmental disabilities that co-occur at high rates. Furthermore, Axis I psychopathology is known to occur more frequently in individuals with ID than the general population. The problems are lifelong and can be major impediments to independent living. Despite this, little research with adults is available to determine the effects of these disabilities on specific adaptive skills. In this study, 337 adults were evaluated using the Vineland Adaptive Behavior Scale to assess the effects of these disabilities on looking at an ID, ID plus ASD, and ID and ASD plus Axis I psychopathology group. Adaptive skills were greatest for the ID group followed by the ID plus ASD, and ID and ASD plus psychopathology. Thus, the more handicapping conditions, the greater the skills deficits observed, particularly where psychopathology was concerned. As such, accurately identifying the causes of adaptive skill deficits will likely result in more precise and effective treatment.

Factor structure and diagnostic fidelity of the Baby and Infant Screen for Children with aUtIsm Traits–Part 1 (BISCUIT–part 1)

Objective: Due to the effectiveness of early intervention on the outcome of individuals with ASD, there is a race to identify children with ASD at younger ages. The Baby and Infant Screen for Children with aUtIsm Traits–Part 1 (BISCUIT–Part 1) is a new assessment tool designed to assess symptoms of ASD in children between the ages of 17–37 months. The aim of this study was to identify the factor structure of BISCUIT–Part 1 and investigate group differences with regards to these factors. Methods: Participants (n = 1287) were enrolled in a state-funded early intervention programme for children at-risk for a developmental disability. The BISCUIT was administered to a parent or other significant caregiver along with other developmental measures as part of the assessment protocol for the early intervention programme. Results: The exploratory factor analysis yielded a three-factor solution consistent with symptom clusters characteristic of ASD. Furthermore, participants diagnosed with ASD exhibited significantly higher scores on the factors of the BISCUIT–Part 1, compared to toddlers without a diagnosis of ASD. Conclusion: The BISCUIT–Part 1 shows promise in aiding clinicians in the diagnosis of ASD in infants and toddlers.

Multiple versus single maintaining factors of challenging behaviours as assessed by the QABF for adults with intellectual disabilities

Abstract Background The Questions About Behavioral Function (QABF) correctly identifies maintaining variables of challenging behaviour. However, for adults who have a long history of challenging behaviours, identifying one clear function of the maladaptive behaviour is difficult. Additionally, the person may develop multiple functions of their maladaptive behaviour. Method Characteristics of single versus multiple maintaining factors were evaluated using the QABF for 88 adults with intellectual disabilities (ID). The reliability of single versus multiple maintaining factors for aggression and self‐injurious behaviour was analysed. Multiple factors were analysed in terms of type of maintaining factors, and their order of importance by challenging behaviour was noted. Results The majority of behaviours examined were maintained by multiple functions. Reliability was higher for behaviours with a single maintaining variable when compared to behaviours with multiple maintaining variables. Conclusion These data appear to have implications for aetiology, assessment, and treatment of challenging behaviours in individuals with ID.

The token economy for children with intellectual disability and/or autism: A review

One of the most important technologies of behavior modifiers and applied behavior analysts over the last 40 years has been the token economy. These procedures are useful in that they help provide a structured therapeutic environment, and mimic other naturally occurring reinforcement systems such as the use of money. Token economies, at least from a research standpoint, appeared to have crested in popularity during the 1980s. However, for children with intellectual disability (ID) and/or autism, such methods continue to hold considerable therapeutic promise. An overview of past developments, current status, and potential future trends and applications with respect to this special population are discussed.

An Overview of Developments in Research on Persons with Intellectual Disabilities.

Intellectual disabilities (ID) are one of the largest, most complex, and frequently studied of the mental health and medical specialty areas. Thousands of papers have been published dating back to the early work on IQ testing more than a century ago. Many reviews have been published on specific topics with the field of ID, but to date no papers have appeared providing an overview of trends in this vast literature. In this paper we looked at studies published in referred journals from 1979 to 2008. Fifty-six thousand, three hundred and twenty studies were identified using the terms mental retardation and ID. The number of papers published per year ranged from 1038 to 2075 with the fewest papers published in 1980 and the greatest number of studies appearing in 2005. Genetics was by far the most frequently studied topic. The implication of these and related trends in the literature are discussed.

The Behavioral Treatment of an 11-Year-Old Girl With Autism and Aggressive Behaviors

The authors describe the assessment and treatment of an 11-year-old girl who presented with autism and aggressive behaviors. Based on a functional analysis and review of relevant literature, differential reinforcement of other behaviors (DRO), compliance training, extinction, and functional communication were used as the primary intervention strategies. This case also illustrates the importance of creating a plan for generalization and the challenges parents face when trying to incorporate treatment strategies into the home environment. The importance of an accurate diagnosis and appropriate behavioral treatment are emphasized as a protection against the misuse of psychotropic medications and psychological interventions.

Cutoff Scores for the Matson Evaluation of Social Skills for Individuals With Severe Retardation (MESSIER) for Adults With Intellectual Disability

Social skills are defining aspects of intellectual disability (ID). Additionally, their presence or absence can be a major impediment to independent living, and they correlate with other problems in the ID population, such as comorbid psychopathology. To date, little has been done to develop scales to measure these problems, particularly for adults. One exception has been the Matson Evaluation of Social Skills for the Severely Retarded (MESSIER). The scale has well established reliability, however many of its psychometric properties have yet to be explored. This study was designed to establish cutoff scores for the total score and factors and to explore the relationship of individual items to severity of social deficits. Participants are adults with severe or profound ID, assessed on the MESSIER. Specific psychometrics for the test including cutoff scores are established. The implications of these data for theory, research, and practice are discussed.

General Methods of Assessment

People encounter social interactions throughout the course of a day at their home, job, school, grocery store, and anywhere people are present. What contributes to the accord or conflict during these interactions are social skills. Adequate and poor social skills can be easily identified, even by the lay observer, yet defining what social skills are and what behaviors constitute a person being skilled or unskilled is more difficult. Numerous definitions of social skills exist; many of which are used in the assessment and treatment literature (Merrell & Gimpel,1998). Social skills definitions can be consolidated into three broad categories: a behavioral model, peer acceptance model, and social validity model (Gresham & Elliott,1984).