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Howell, Melanie, Bradshaw, Jill and Langdon, Peter E. 
ORCID: https://orcid.org/0000-0002-7745-1825
(2021)
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, 8.
pp. 67-91.
ISSN 2195-7185
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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 |
|---|---|
| Uncontrolled Keywords: | assessment,autism,education,intellectual disabilities,measurement,measurement properties,developmental neuroscience,cognitive neuroscience,psychiatry and mental health,behavioral neuroscience ,/dk/atira/pure/subjectarea/asjc/2800/2806 |
| Faculty \ School: | Faculty of Medicine and Health Sciences > Norwich Medical School |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 25 Jul 2023 14:30 |
| Last Modified: | 03 Aug 2023 08:31 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/92685 |
| DOI: | 10.1007/s40489-020-00205-y |
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