American Journal on Mental Retardation

The AAIDD has promulgated various models of adaptive behavior, including its 1992 model stressing 10 adaptive skills and its 2002 model that highlighted three conceptual domains. In previous studies on the Adaptive Behavior Assessment System-II (ABAS-II), researchers found support for a model including both 10 adaptive skills and three conceptual domains. To extend this review, we examined gender-invariant structure of adaptive behavior using the ABAS-II Parent Form, Ages 5-21, to answer four questions: Do the skill areas in this measure display the same pattern of factor loadings and the same factor loadings? Are intercepts of the observed skill areas equal? Do skill areas measure the corresponding factors with the same accuracy? Results show a similar one-factor structure for males and females.

Youhua Wei

Thomas Oakland

James Algina

Multigroup Confirmatory Factor Analysis for the Adaptive Behavior Assessment System-II Parent Form, Ages 5–21

适应行为评估系统-II父母版的多组验证性因素分析，年龄5-21岁

Current prescribing preferences among relevant experts regarding the use of psychotropic medication for the management of behavior problems in adults with intellectual disabilities in the absence of a diagnosed psychiatric illness was defined. We used a questionnaire design to synthesize the preferences of a large group, namely, clinical psychiatrists, thereby establishing a consensus. A total of 108 completed questionnaires were analyzed. A very strong preference for the use of nonmedication-based interventions was established. Of the medication options presented, atypical antipsychotics were most favored, with Risperidone the most preferred option from within this group. Citalopram was the most preferred antidepressant and Carbamazepine, the most preferred mood stabilizer/antiepileptic.

Gemma Louise Unwin

Shoumitro Deb

Use of Medication for the Management of Behavior Problems Among Adults With Intellectual Disabilities: A Clinicians' Consensus Survey

智力障碍成人行为问题管理药物使用：临床医生共识调查

The social communication and compliance patterns of 63 mothers interacting with their young children who had mild developmental delays in social play and instructional tasks were examined in a longitudinal study. Results were consistent with the hypothesis that mothers appropriately adjust their social communications in accordance with children's developmental characteristics and task demands. The extent of scaffolding specificity that mothers used in the instructional task also indicated a high level of sensitivity to children's developmental characteristics. Analyses conducted over a 2-year period revealed that adjustments were commensurate with children's emerging social communication abilities, suggesting that mothers of children with developmental delays continue to display social communication patterns that are supportive of their child's development.

Michael J. Guralnick

Brian Neville

Mary A. Hammond

Robert T. Connor

Mothers' Social Communicative Adjustments to Young Children With Mild Developmental Delays

母亲对轻度发育迟缓幼儿的社会沟通适应

Changes in maladaptive behaviors related to specific stages of dementia were investigated in 251 adults 45 years of age and older with Down syndrome. Findings indicate clear differences in maladaptive behaviors at various stages of dementia. Generally, individuals with no signs or symptoms of dementia displayed fewer and less severe maladaptive behaviors than individuals in the early and mid-stages of dementia. Individuals transitioning into the early stages of dementia from no dementia displayed increased aggression, fearfulness, sadness, sleep problems, social inadequacy, stealing, and general regressive behavior. Thus, new concerns regarding these types of behaviors could be particularly useful in clarifying the dementia status of adults with Down syndrome and developing individualized plans for support.

Tiina K. Urv

Warren B. Zigman

Wayne Silverman

Maladaptive Behaviors Related to Dementia Status in Adults With Down Syndrome

唐氏综合征成人中与痴呆状态相关的适应不良行为

Face processing and facial expression recognition was investigated in 17 adults with Down syndrome, and results were compared with those of a child control group matched for receptive vocabulary.On the tasks involving faces without emotional content, the adults with Down syndrome performed worse than did the controls.However, their performance was good on the tests with complete faces.On the facial expression tasks, participants with Down syndrome exhibited particular difficulties with the neutral and surprised expressions.Analysis of their error pattern suggests they had a tendency to judge faces more positively than did the controls.Finally, there were significant relationships among emotional processing, receptive vocabulary, and inhibition measures; nonverbal reasoning ability was not related to any of the tasks.

Koviljka Barisnikov

Loyse Hippolyte

Martial Van der Linden

Face Processing and Facial Emotion Recognition in Adults With Down Syndrome

唐氏综合征成人面部加工与面部情绪识别

Autism, which is common in individuals with fragile X syndrome, is often difficult to diagnose. We compared the diagnostic classifications of two measures for autism diagnosis, the ADOS and the ADI-R, in addition to the DSM-IV-TR in 63 males with this syndrome. Overall, 30% of the subjects met criteria for autistic disorder and 30% met criteria for PDD-NOS. The classifications on the ADOS and DSM-IV-TR were most similar, whereas the ADI-R classified subjects as autistic much more frequently. We further investigated the relationship of both FMRP and FMR1 mRNA to symptoms of autism in this cohort and found no significant relationship between the measures of autism and molecular features, including FMRP, FMR1 mRNA, and CGG repeat number.

Susan W. Harris

David Hessl

Beth Goodlin-Jones

Jessica Ferranti

Susan Bacalman

Ingrid Barbato

Flora Tassone

Paul J. Hagerman

Kristin Herman

Randi J. Hagerman

Autism Profiles of Males With Fragile X Syndrome

脆性X综合征男性患者的自闭症特征

Abstract Researchers and Institutional Review Board (IRB) members' attitudes influence scientific knowledge about individuals with intellectual disability. We recruited 260 intellectual disability researchers and IRB members to develop a measure of attitudes toward the research participation of adults with intellectual disability, the Participation in Research Attitude Scale. Findings suggest three conceptual domains: Opportunity and Choice, Help in Decision Making, and Beneficence. We also examined individual differences in attitudes and the relationships between general and specific attitudes. In general, intellectual disability researchers and those with closer relationships to individuals with disabilities had attitudes consistent with disability-rights principles. Some dimensions of global attitudes toward adults with intellectual disability predicted more specific attitudes toward their research participation. Implications are discussed.

Katherine E. McDonald

Christopher B. Keys

David B. Henry

Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability

科学守门人：对智力障碍成年人参与研究的态度的研究

Abstract Multiple aspects of memory were examined in 42 boys with fragile X syndrome and a comparison group of 42 typically developing boys matched on MA. Working memory, incidental memory, and deliberate memory were assessed with a battery that included both free-recall and recognition tasks. Findings indicated that boys with fragile X syndrome performed more poorly than their matches on most measures. The exception was free recall, in which their accuracy was equal to that of the control participants. Results from analyses of a subset of boys with fragile X syndrome who exhibit characteristics of autism and their MA matches, though preliminary, support the conclusion that memory deficits are especially marked in boys who have fragile X syndrome and evidence autistic behaviors.

Peter A. Ornstein

Jennifer M. Schaaf

Stephen R. Hooper

Deborah D. Hatton

Penny Mirrett

Donald B. Bailey

Memory Skills of Boys With Fragile X Syndrome

脆性X综合征男孩的记忆技能

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Erik W. Carter

Lynn G. Sisco

Lissa Brown

Dana Brickham

Zainab A. Al-Khabbaz

Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

发展性残疾青少年在包容性中学课堂中的同伴互动与学业参与

Autism is currently viewed as a spectrum condition that includes strikingly different severity levels; IQ is consistently described as one of the primary aspects of the heterogeneity in autism. To investigate the possibility of more than one distinct subtype of autism based on IQ both latent class analysis and taxometrics methods were used to classify Mullen IQs in a sample of 456 children with autism spectrum disorder. We found evidence for multiple IQbased subgroups using both methods. Groups differed in level of intellectual functioning and patterns of verbal versus nonverbal ability. Results support the notion of distinct subtypes of autism that differ in severity of intellectual ability, patterns of cognitive strengths and weaknesses, and severity of autism symptoms.

Jeffrey Munson

Geraldine Dawson

Lindsey Sterling

Theodore Beauchaine

Andrew Zhou

Elizabeth Koehler

Catherine Lord

Sally Rogers

Marian Sigman

Annette Estes

Robert Abbott

Evidence for Latent Classes of IQ in Young Children With Autism Spectrum Disorder

自闭症谱系障碍幼儿中智力潜类别的证据

Publication Information	Publisher: American Association on Mental Retardation，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1988，Proportion of original research papers: ，Self Citation Rate:， Gold OA Rate:

American Journal on Mental Retardation

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