Currently, there is a paucity of literature on stigmatization of adults with Asperger's Disorder (AD). Therefore, this study examined whether young adults hold stigmatizing views towards individuals with AD and if that stigmatization is elicited by behaviors or labels. College students (N = 195) read one of six vignettes. A modified Social Distance Scale (Link et al. 1987) was used to assess stigmatization. A 2 × 3 analysis of variance revealed that the social behaviors commonly observed in AD significantly impacted stigmatization scores, while the label, "Asperger's Disorder," did not. These findings have important implications for future research, educating the public, providing support services, and treatment recommendations for individuals with AD.

Social skill development is one of the primary areas of intervention for young children with Autism Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social skills intervention research for preschool children with ASD. A review of 17 single-subject design studies from twelve journals (1999-2006) was conducted. We assessed information concerning the features of social skills interventions, the elements of single subject designs utilized across studies, and the overall success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al. (2003) revealed some important common elements of interventions such as reinforcement, modeling and prompting, providing converging evidence from group design studies and single subject studies.

The purpose of this study was to examine the psychometric properties of the Multigroup Ethnic Identity Measure-Revised (MEIM-R), focusing on a sample drawn from a geographic region in the United States that has not been included in previously published research on the MEIM-R. Data were obtained from a community-based sample of 105 African American (AA) and 91 European American (EA) adults located in the state of Alabama. The MEIM-R was best represented by two constructs-exploration and commitment. AA adults reported higher levels of racial/ethnic identity exploration and commitment than EA adults. Differential item functioning was found among 1 of the exploration items. The current study provides additional support for the structural validity of the MEIM-R. Further research on the invariance of responses to the MEIM-R across a variety of sociodemographic factors is still necessary.

Two separate issues concerning the relation between age and love are addressed in this article. The first issue is concerned with the age generalizability of the factor structure produced by responses to the Love Attitudes Scale. The data presented indicate that the factor structure of responses to the Love Attitudes Scale is highly similar in college-aged and middle-aged participants. The second issue concerns the relation between age and actual scores on the sub-scales of the Love Attitude Scales. The data indicate that age is related to responses on the Mania and Agape sub-scales, particularly for females. Collectively, these data suggest that general structural conceptions of love remain relatively constant into middle-age, but that there is a relation between age and some specific love styles.

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