BASC-2 PRS Profiles for Students with High-Functioning Autism Spectrum Disorders

Volker, Martin A.; Lopata, Christopher; Smerbeck, Audrey M.; Knoll, Valerie Ann; Thomeer, Marcus L.; Toomey, Jennifer A.; Rodgers, Jonathan D.

doi:10.1007/s10803-009-0849-6

Cited by 117 publications

(94 citation statements)

References 34 publications

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“…26 If future studies support this finding of a particularly strong response on the BASC-2 Atypicality scale to this RR approach, it suggests that this intervention had an unexpected effect on a core symptom of autism, assessed by the BASC-2 Atypicality scale (peculiar, odd, asocial, and inappropriate behaviors, as well as unusual visual perceptions). 26 Of note, the change score was 9 T-score points among the latency-aged children on this scale, rendering this both a statistically and clinically meaningful change.…”

Section: Fig 2 Mean Changes On the The Behavioral Assessmentmentioning

confidence: 86%

“…The authors examined its three clinical composite indices (the Externalizing Scale, Internalizing Scale, and Behavioral Symptom Index or BSI), which comprise nine subscales, which were also examined: (1) Aggression, (2) Anxiety, (3) Attention problems, (4) Atypicality, (5) Conduct problems, (6) Depression, (7) Hyperactivity, (8) Somatization, and (9) Withdrawal subscales. A number of studies have supported the scale's structural and validity properties in children who have disruptive behavior 27 and in assessing the unusual thoughts and attention symptoms in children with an ASD, 26,28,29 epilepsy, 30 and for its use with preschool children. 31 The BASC-2 has agespecific child, parent, and teacher self-rating forms.…”

Section: Methodsmentioning

confidence: 99%

“…To determine whether there was a selection bias based on patients who entered compared to those who were referred to the study, the authors examined the BASC-2 pretest scores of the patients who completed the study in comparison with the established norms on the BASC-2 manual for children with autism, and with recently published 26 BASC-2 scores of children with autism (see Measures section below for description of the BASC-2). The mean scores of the total sample and of the subjects with whom the authors had the most robust post-treatment changes on the BASC-2 (subjects aged 5-12, see Results section) were very similar to the manual norms for BASC-2 and to the results of the recent study of the BASC-2 among patients with ASD 26 (Table 1).…”

Section: Subjectsmentioning

confidence: 99%

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Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Rosenblatt

Gorantla

Torres

et al. 2011

The Journal of Alternative and Complementary Medicine

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Objectives: The study objectives were to develop and objectively assess the therapeutic effect of a novel movement-based complementary and alternative medicine approach for children with an autism-spectrum disorder (ASD). Design: A within-subject analysis comparing pre-to post-treatment scores on two standard measures of childhood behavioral problems was used. Settings and location: The intervention and data analysis occurred at a tertiary care, medical school teaching hospital. Subjects: Twenty-four (24) children aged 3-16 years with a diagnosis of an ASD comprised the study group. Intervention: The efficacy of an 8-week multimodal yoga, dance, and music therapy program based on the relaxation response (RR) was developed and examined. Outcome measures: The study outcome was measured using The Behavioral Assessment System for Children, Second Edition (BASC-2) and the Aberrant Behavioral Checklist (ABC). Results: Robust changes were found on the BASC-2, primarily for 5-12-year-old children. Unexpectedly, the post-treatment scores on the Atypicality scale of the BASC-2, which measures some of the core features of autism, changed significantly ( p = 0.003). Conclusions: A movement-based, modified RR program, involving yoga and dance, showed efficacy in treating behavioral and some core features of autism, particularly for latency-age children.

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Section: Fig 2 Mean Changes On the The Behavioral Assessmentmentioning

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Section: Subjectsmentioning

confidence: 99%

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Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Rosenblatt

Gorantla

Torres

et al. 2011

The Journal of Alternative and Complementary Medicine

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“…The BASC-2 is a standardized measure of clinical concern (i.e., anxiety) and adaptive skills (i.e., social skills) used to help identify typically occurring childhood and adolescent clinical diagnoses (Tan, 2007). It has been utilized in a number of studies involving children with ASD (e.g., Mahan & Matson, 2011;Volker et al, 2010). Parents completed the 150-item Parent Rating Scale, providing four general composites: Externalizing Behaviors, Internalizing Behaviors, Adaptive Behaviors, and Behavioral Symptoms Index.…”

Section: Parent Report Outcome Measuresmentioning

confidence: 99%

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Thomson

Riosa

Weiss

2015

J Autism Dev Disord

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Children with autism spectrum disorder (ASD) often present with comorbid psychopathology including problems with emotion regulation. The goal of the present research was to investigate the feasibility of a multicomponent manualized cognitive behavior therapy treatment program for improving emotion regulation in youth with ASD 8 to 12 years of age. Thirteen males and their parents participated in the intervention, reporting high satisfaction with the activities and program overall, and attending all sessions. Preliminary outcomes regarding emotion regulation and psychopathology, and feasibility of the intervention, are summarized and discussed.Keywords. Emotion regulation, autism spectrum disorder, cognitive behavior therapy, intervention, individual therapy. EMOTION REGULATION INTERVENTION IN ASD 3 Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention forChildren with Autism Spectrum Disorder Children diagnosed with autism spectrum disorder (ASD) have difficulty with sociocommunicative functioning and restricted or repetitive behaviors or interests (American Psychiatric Association, 2013) and often present with significant levels of emotional difficulties. For example, in a sample of 5 to 16-year olds with ASD and no intellectual disability, 74% had clinically significant emotional difficulties, such as anger, sadness or anxiety, compared to 18% of typically developing peers (Totsika, Hastings, Emerson, Lancaster, & Berridge, 2011). Approximately 40% to 50% of youth with ASD (as per DSM-IV-TR criteria) are estimated to meet criteria for two or more psychiatric disorders, often combining externalizing problems, such as ADHD, with internalizing problems, such as anxiety disorders (Leyfer et al., 2006;Simonoff, et al., 2008), leading many to conceptualize emotional problems as involving underlying difficulties with emotion regulation (Mazefsky et al., 2013;Mazefsky & White, 2014). Emotion regulation (ER) can be defined as ''the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one's goals' ' (Thompson, 1994, pp. 27-28).Considerable evidence has related poor ER to emotional problems in children with ASD, such as anxiety (e.g., Fuji et al., 2013;Wood & Gadow, 2010) One pilot study reported promising outcomes of a modified CBT program to address ER in a small sample of young children with ASD (5 in the treatment group and 6 in a delayed treatment control), 6 to 8 years of age, measured by child reported coping strategies in response to vignettes, parent reported negativity/lability and emotion regulation, and parent reported outbursts (Scarpa & Reyes, 2011). Changes though were assessed using one-tailed comparisons, potentially inflating the likelihood of finding significance.More research is needed to assess how cognitive behavioral interventions can improve ER in children with ASD. The purpose of the present study was to evaluate the preliminary clinical utility (fea...

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“…Individuals with ASDs can exhibit marked differences in their adaptive skills compared with non-affected peers [7 -10] as well as in comparison to those with other disabilities [11 -13] . For example, Volker et al [9] found large differences between individuals with high functioning ASD (HFASD) compared with a neurotypical control group on all of the BASC-2 Parent Rating Scale (BASC-2-PRS) adaptive behavior scales. Specifically, individuals with HFASD were nearly 1.5 standard deviations below their neurotypical peers in the area of Social Skills.…”

Section: Introductionmentioning

confidence: 99%

Patterns of adaptive performance by individuals with autism spectrum disorders on the Behavior Assessment System for Children II (BASC-2)

DeVries

Bundy

Gore

2013

International Journal on Disability and Human Development

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Background:Although there are several assessments that directly measure adaptive behavior, other comprehensive measures include adaptive behavior scales, including the Behavioral Assessment System for Children-Second Edition Parent Rating Scale (BASC-2-PRS). Methods: BASC-2-PRS data from 19 individuals diagnosed with autism spectrum disorders were analyzed to determine score discrepancies between diagnoses [autistic disorder, Asperger ' s syndrome (AS), and pervasive developmental disorder-not otherwise specified (PDD-NOS)] on the adaptive behavior profiles on this measure. Differences were hypothesized to correlate with diagnostic intensity (autistic disorder, including the most intense characteristics, followed by AS, and then PDD-NOS). Communication sub-scores of the adaptive behavior scale were expected to be significantly lower for the group with autism than the two other groups. Results: Results indicated significant differences between diagnoses on the adaptability subscale. Differences in cluster score patterns in relation to diagnosis were also observed in the areas of Social Skills and Communication. Interestingly, ratings of the ability to engage in activities of daily living were more often the highest subscale for those with autistic disorder than those with AS or PDD-NOS. Conclusions: The utility of the BASC-2 adaptive behavior scale is discussed in this context.

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BASC-2 PRS Profiles for Students with High-Functioning Autism Spectrum Disorders

Cited by 117 publications

References 34 publications

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Brief Report of Preliminary Outcomes of an Emotion Regulation Intervention for Children with Autism Spectrum Disorder

Patterns of adaptive performance by individuals with autism spectrum disorders on the Behavior Assessment System for Children II (BASC-2)

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