An Instrument for Evaluating Autistic Children

Outcomes of severe disorders of language acquisition

“…Diagnoses were arrived at by having two clinicians, a child psychiatrist and a special educator-both experienced with developmental disabilities-evaluate the patients independently and reach a consensus on diagnosis. In addition, the clinicians' reliability on the Rimland E-2 checklist (Rimland, n.d.) and the Behavior Rating In- Table I (PIQ2) 3 8 9 11 12 13 14 15 16 17 18 20 21 22 24 27 28 29 Mean SD 19-0 13-0 2-6 6-5 9-11 4-2 13-0 4-6 6-4 6-4 3-8 4-5 11-1 6-7 11-3 2-11 5-0 2-3 7.4 4.6 20-0 21-2 7-6 12-5 17-3 9-6 17-2 16-9 2-3 5-8 1-8 3-3 8-1 3-8 22-5 7-1 10-0 9-8 14. strument for Autistic and Atypical Children (BRIACC ;Ruttenberg, Dratman, Fraknoi, & Wenar, 1966) was assessed (see Cohen et al, 1978, for details). All subjects were enrolled in intensive special education programs.…”

“…The latter evidenced social withdrawal, poor or fleeting social relations, and some of the sensory and motor symptoms of autism, including rocking, stereotypic behavior, and unusual responses to stimuli. None of the ADLD subjects satisfied full diagnostic criteria for infantile autism, on either the Behavior Rating Instrument for Autistic and Atypical Children (Ruttenberg et al, 1966) or the Rimland E-2 checklist. Of the original 28 subjects, 14 showed developmental language disorders only (DLD group), and 14 showed this atypical profile in addition to their language deficits (ADLD group).…”

Criterion-Related and construct validity of the pervasive developmental disorders rating scale and the autism behavior checklist

“…First, behavioral descriptions for the checklist were selected from several sources, including Rimland's E-2 Form (1964), Creak's nine points (1964), the Behavior Rating Instrument for Autistic Children (Ruttenberg, Dratmann, Fraknoi, & Wenar, 1966), Rendle-Short and Clancy's Checklist (1968), Lotter's Checklist (1974), characteristics defined by Lovaas and colleagues (Lovaas, Freitag, Gold, & Kassorla, 1965;Lovaas, Koegel, Simmons, & Long, 1973), and Kanner's descriptions of the syndrome (1943,1958). In the second phase, 26 internationally recognized experts in the field of autism were asked provide feedback on the behavioral descriptions.…”

Research on the Neuropathophysiology of Autism and its Implications for Occupational Therapy

“…Instruments used have emphasized establishment of a baseline incidence of a particular behavior (Frankel, 1976;Lovaas, 1978;Romanczyk, Diament, Goren, Trunell, & Harris, 1975) or sought to identify developmental progressions (Freeman & Ritvo, 1976). Of the instruments related to education reviewed by this writer, none specifically addressed assessment of the behavioral manifestations of the neuropathophysiological processes that have been implicated in autism (Curcio, 1978;Flaharty, 1976;Freeman, 1976;Ruttenberg, Dratman, Franknol, & Wenar, 1966;Wenar & Ruttenberg, 1976).…”