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Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised / Isabella S. KÄSTEL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised Type de document : Texte imprimé et/ou numérique Auteurs : Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Sophia WELLNITZ, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur Article en page(s) : p.1224-1237 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Factor structure Reliability Repetitive behavior scale-revised Restricted and repetitive behavior Validity Index. décimale : PER Périodiques Résumé : Restricted repetitive behaviors (RRBs) are a core feature of autism spectrum disorders (ASD) and further occur in intellectual disability (ID), mental disorders (MD), and in typically developed people (TD). There is a need of a valid and reliable measure to record RRBs as transdiagnostic symptom, which captures RRBs heterogeneity and evaluates severity. The Repetitive Behavior Scale-Revised (RBS-R) is an established screening instrument for RRBs, but was predominantly limited to ASD samples. We examined the psychometric properties of the German version of the RBS-R in 948 participants with ASD, ID, MD and TD aged 4 to 17 years. The suitability was proofed delivering a four-factor solution, good internal consistency, external validity as well as group, age, and sex effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04588-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1224-1237[article] Repetitive Behavior in Children and Adolescents: Psychometric Properties of the German Version of the Repetitive Behavior Scale-Revised [Texte imprimé et/ou numérique] / Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Sophia WELLNITZ, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur . - p.1224-1237.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1224-1237
Mots-clés : Autism spectrum disorder Factor structure Reliability Repetitive behavior scale-revised Restricted and repetitive behavior Validity Index. décimale : PER Périodiques Résumé : Restricted repetitive behaviors (RRBs) are a core feature of autism spectrum disorders (ASD) and further occur in intellectual disability (ID), mental disorders (MD), and in typically developed people (TD). There is a need of a valid and reliable measure to record RRBs as transdiagnostic symptom, which captures RRBs heterogeneity and evaluates severity. The Repetitive Behavior Scale-Revised (RBS-R) is an established screening instrument for RRBs, but was predominantly limited to ASD samples. We examined the psychometric properties of the German version of the RBS-R in 948 participants with ASD, ID, MD and TD aged 4 to 17 years. The suitability was proofed delivering a four-factor solution, good internal consistency, external validity as well as group, age, and sex effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04588-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; John H. SIDERIS, Auteur Article en page(s) : p.3308-3316 Langues : Anglais (eng) Mots-clés : Repetitive and restrictive behavior Repetitive Behavior Scale-Revised Toddlers with autism Index. décimale : PER Périodiques Résumé : Toddlers with autism spectrum disorder (ASD) were assessed on the Repetitive Behavior Scale-Revised (RBS-R), which we found to have acceptable internal consistency. Stereotypical subscale scores showed a negligible association with cognitive level, but correlated more strongly with adaptive and social indicators. Relative to earlier reported RBS-R scores for older age groups, toddlers’ scores trended toward higher stereotyped behavior and lower ritualistic/sameness behavior. Our findings on associations with developmental indicators align with those of researchers who used more resource-intensive repetitive behavior measures. The convergence of these findings with those derived from other measurement methods suggests that the RBS-R, a cost effective parent-report measure, is a viable means of assessing repetitive behavior in toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2870-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3308-3316[article] Parent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Samuel L ODOM, Auteur ; Kathleen M. BAGGETT, Auteur ; John H. SIDERIS, Auteur . - p.3308-3316.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3308-3316
Mots-clés : Repetitive and restrictive behavior Repetitive Behavior Scale-Revised Toddlers with autism Index. décimale : PER Périodiques Résumé : Toddlers with autism spectrum disorder (ASD) were assessed on the Repetitive Behavior Scale-Revised (RBS-R), which we found to have acceptable internal consistency. Stereotypical subscale scores showed a negligible association with cognitive level, but correlated more strongly with adaptive and social indicators. Relative to earlier reported RBS-R scores for older age groups, toddlers’ scores trended toward higher stereotyped behavior and lower ritualistic/sameness behavior. Our findings on associations with developmental indicators align with those of researchers who used more resource-intensive repetitive behavior measures. The convergence of these findings with those derived from other measurement methods suggests that the RBS-R, a cost effective parent-report measure, is a viable means of assessing repetitive behavior in toddlers with autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2870-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Parent-Based Sleep Education for Children with Autism Spectrum Disorders / Beth A. MALOW in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
[article]
Titre : Parent-Based Sleep Education for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Beth A. MALOW, Auteur ; Karen W. ADKINS, Auteur ; Ann REYNOLDS, Auteur ; Shelly K. WEISS, Auteur ; Alvin LOH, Auteur ; Diane FAWKES, Auteur ; Terry KATZ, Auteur ; Suzanne E. GOLDMAN, Auteur ; Niru MADDURI, Auteur ; Rachel J. HUNDLEY, Auteur ; Traci E. CLEMONS, Auteur Article en page(s) : p.216-228 Langues : Anglais (eng) Mots-clés : Insomnia Actigraphy Children’s Sleep Habits Questionnaire Repetitive Behavior Scale-Revised Child Behavior Checklist Index. décimale : PER Périodiques Résumé : This study provided sleep education to parents of children with autism spectrum disorder (ASD) to determine whether an individual or group format was more effective in improving sleep and aspects of daytime behavior and family functioning. Eighty children, ages 2–10 years, with ASD and sleep onset delay completed the study. Actigraphy and parent questionnaires were collected at baseline and 1 month after treatment. Mode of education did not affect outcomes. Sleep latency, insomnia subscales on the Children’s Sleep Habits Questionnaire, and other outcomes related to child and family functioning improved with treatment. Parent-based sleep education, delivered in relatively few sessions, was associated with improved sleep onset delay in children with ASD. Group versus individualized education did not affect outcome. En ligne : http://dx.doi.org/10.1007/s10803-013-1866-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.216-228[article] Parent-Based Sleep Education for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Beth A. MALOW, Auteur ; Karen W. ADKINS, Auteur ; Ann REYNOLDS, Auteur ; Shelly K. WEISS, Auteur ; Alvin LOH, Auteur ; Diane FAWKES, Auteur ; Terry KATZ, Auteur ; Suzanne E. GOLDMAN, Auteur ; Niru MADDURI, Auteur ; Rachel J. HUNDLEY, Auteur ; Traci E. CLEMONS, Auteur . - p.216-228.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.216-228
Mots-clés : Insomnia Actigraphy Children’s Sleep Habits Questionnaire Repetitive Behavior Scale-Revised Child Behavior Checklist Index. décimale : PER Périodiques Résumé : This study provided sleep education to parents of children with autism spectrum disorder (ASD) to determine whether an individual or group format was more effective in improving sleep and aspects of daytime behavior and family functioning. Eighty children, ages 2–10 years, with ASD and sleep onset delay completed the study. Actigraphy and parent questionnaires were collected at baseline and 1 month after treatment. Mode of education did not affect outcomes. Sleep latency, insomnia subscales on the Children’s Sleep Habits Questionnaire, and other outcomes related to child and family functioning improved with treatment. Parent-based sleep education, delivered in relatively few sessions, was associated with improved sleep onset delay in children with ASD. Group versus individualized education did not affect outcome. En ligne : http://dx.doi.org/10.1007/s10803-013-1866-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220