A Large Scale Study of the Psychometric Characteristics of the IBR Modified Overt Aggression Scale: Findings and Evidence for Increased Self-Destructive Behaviors in Adult Females with Autism Spectrum Disorder

Abstract

The psychometric characteristics of the IBR Modified Overt Aggression Scale were studied in over 2,000 people with Intellectual Disability (ID). Reliability ranged from good to excellent. Aggression toward others and objects was highest in the youngest adults, in those in the moderate to severe range of ID, and in those with an autism spectrum diagnosis. Self-injury was highest in those in the severe to profound range of ID and in those with autism, particularly the females. Females with autism were also more likely to make the most self-deprecating statements. Our data suggest that adult females with autism are a unique group and support the notion that mood and anxiety disorders play a role in self-destructive behaviors in this population.

Recent research on aetiology, development and phenomenology of self‐injurious behaviour in people with intellectual disabilities: a systematic review and implications for treatment

“…2001a; Cooper et al . 2009), although as noted above Cohen et al . (2010) reported higher scores on the Institute for Basic Research Modified Overt Aggression Scale (IBR‐MOAS) ‘Physical Aggression against Self’ domain for participants with ASDs vs. those without.…”

“…2001; Crocker et al . 2006; Cohen et al . 2010) have found SIB to be more prevalent and/or severe in women, with one study (Cohen et al .…”

“…2006; Cohen et al . 2010) have found SIB to be more prevalent and/or severe in women, with one study (Cohen et al . 2010) reporting that this effect was most marked for women with ASDs and one study with a clinical sample (Saloviita 2000) reporting that the effect of gender was seen only in participants with ASDs.…”

Evaluating Evidence-Based Instruction for Children with Asperger Syndrome

“…Second, diagnostic issues are discussed along with tools for assessing educational/treatment needs of neuroatypical learners and choosing appropriate instructional settings for instruction, integrated classroom, special class, community site, or residential treatment (Cohen, Gomez et al, 2010, Cohen, Tsiouris et al, 2010Odom, Boyd, Hall, & Hume, 2010a ;Odom, Boyd, Hall, & Hume, 2010b ;Rodman et al, 2010 ;Sawyer et al, 2010 ).…”

“…Parents, teachers, school psychologists, and other members of the multidisciplinary team often look to pediatric neurologists and neuropsychologists to help interpret behavior patterns. The goal is a comprehensive plan that includes therapeutic and educational strategies to compensate for defi cits and capitalize on strengths (Anholt et al, 2010 ;Bal et al, 2010 ;Cohen, Gomez et al, 2010, Cohen, Tsiouris et al, 2010Congiu, Schlottmann, & Ray, 2010 ;Dereu et al, 2010 ;Georgiades et al, 2011 ;Gold & Faust, 2010 ;Semrud-Clikeman, Walkowiak, Wilkinson, & Butcher, 2010 ).…”