评估受限及重复行为和攻击行为时的方法学考量
Methodological considerations when assessing restricted and repetitive behaviors and aggression.
作者信息
Keefer A J, Kalb L, Mazurek M O, Kanne S M, Freedman B, Vasa R A
机构信息
Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Avenue, Baltimore, MD 21211, USA.
Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Hampton House, 624 N. Broadway, 8th Floor, Baltimore, MD 21205, USA.
出版信息
Res Autism Spectr Disord. 2014 Nov;8(11):1527-1534. doi: 10.1016/j.rasd.2014.07.019. Epub 2014 Sep 2.
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 ( < .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.
采用多方法、多 informant 分析模型，对 2648 名自闭症谱系障碍（ASD）儿童和青少年进行研究，以探讨影响攻击行为与受限、重复及刻板行为和兴趣（RRSBI）之间关系的方法学问题，评估 informant、评估方法和攻击行为表型的影响。总体而言，发现 RRSBI 与攻击行为之间存在显著但较小的关系（<.05）。当使用教师报告和广泛的攻击行为表型时，观察到估计值存在显著异质性且效应量较大。估计值的差异归因于 informant 和评估方法的不同，其中 informant 的影响是评估方法的两倍。结果提出了优化未来 RRSBI 与攻击行为关系研究的策略。研究结果还为开发针对 ASD 青少年攻击行为的针对性干预措施提供了机会。
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