Methodological considerations when assessing restricted and repetitive behaviors and aggression. Academic Article uri icon

Overview

abstract

  • Methodological issues impacting the relationship between aggression and restricted, repetitive, and stereotyped behaviors and interests (RRSBI) were examined in 2648 children and adolescents with autism spectrum disorders (ASD) using a multi-method, multi-informant analysis model to assess the effects of informant, assessment method, and aggression phenotype. Overall, a significant, but small relationship was found between RRSBI and aggression (p < .05). There was significant heterogeneity of estimates with large effect sizes observed when utilizing teacher report and a broad phenotype of aggression. Variance in estimates was attributed to differences in informant and assessment method with two times greater effect attributed to informant. Results suggest strategies to optimize future investigations of the relationship between RRSBI and aggression. Findings also provide the opportunity for the development of targeted interventions for aggression in youth with ASD.

publication date

  • September 2, 2014

Identity

PubMed Central ID

  • PMC4883588

Scopus Document Identifier

  • 84908455265

Digital Object Identifier (DOI)

  • 10.1016/j.rasd.2014.07.019

PubMed ID

  • 27239223

Additional Document Info

volume

  • 8

issue

  • 11