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A Systematic Review of Behaviour-Related Outcome Assessments for Children on the Autism Spectrum with Intellectual Disabilities in Education Settings

Howell, Melanie, Bradshaw, Jill, Langdon, Peter E. (2020) A Systematic Review of Behaviour-Related Outcome Assessments for Children on the Autism Spectrum with Intellectual Disabilities in Education Settings. Review Journal of Autism and Developmental Disorders, . ISSN 2195-7177. (doi:10.1007/s40489-020-00205-y) (KAR id:81071)

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Official URL
https://doi.org/10.1007/s40489-020-00205-y

Abstract

A systematic review was completed to identify assessments used with children with intellectual disabilities to assess adaptive behaviour, challenging behaviour and autism-related behaviour and consider their appropriateness for use by special education teachers with autistic pupils. The findings of this review led to the recommendation that the Pervasive Development Disorder Behavior Inventory, Aberrant Behavior Checklist, Autism Treatment Evaluation Checklist and the Teacher Autism Progress Scale are currently the most appropriate assessments for these purposes, although some limitations of these assessments exist. Additional recommendations included teacher input during the development of robust assessments to show progress for autistic children with intellectual disabilities and further evaluation of commonly used assessments with an appropriate sample in a relevant education setting.

Item Type: Article
DOI/Identification number: 10.1007/s40489-020-00205-y
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Jill Bradshaw
Date Deposited: 30 Apr 2020 14:59 UTC
Last Modified: 16 Feb 2021 14:12 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/81071 (The current URI for this page, for reference purposes)
Langdon, Peter E.: https://orcid.org/0000-0002-7745-1825
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