Risk Factors for Self-Injury, Aggression, and Stereotyped Behavior Among Young Children At Risk for Intellectual and Developmental Disabilities
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Issue Date
2014-07Author
Schroeder, Stephen R.
Marquis, Janet
Reese, Matthew
Richman, David
Mayo-Ortega, Liliana
Oyama-Ganiko, Rosa
LeBlanc, Judith
Brady, Nancy C.
Butler, Merlin G.
Johnson, Tiffany
Lawrence, Linda
Publisher
American Association on Intellectual and Developmental Disabilities
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Rights
©AAIDD
Metadata
Show full item recordAbstract
Before the 1990s, research on the early identification and prevention of severe behavior disorders (SBDs), such as aggression, self-injury, and stereotyped behavior, among young children with intellectual and developmental disabilities (IDD), was mostly done with children 3 years or older. More recent work suggests that signs of SBDs may occur as early as 6 months in some infants. The present study combined a cross-sectional and longitudinal approach to examine SBDs in 180 young children aged 4–48 months recruited through mass screening, then receiving an interdisciplinary evaluation and six-month follow-ups for one year. Twelve potential risk factors related to SBDs were examined. Eight of these risk factors, including age, gender, diagnosis, intellectual and communication levels, visual impairment, parent education, family income, were differentially related to scores for Aggression, SIB, and Stereotyped Behavior subscales on the Behavior Problems Inventory (BPI-01) at initial interdisciplinary evaluation. BPI-01 scores decreased over the year for 57% of the children and increased for 43%. The amount of decrease on each BPI-01 subscale varied with age, gender, and diagnosis.
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Citation
Schroeder, S. R., Marquis, J. G., Reese, R. M., Richman, D. M., Mayo-Ortega, L., Oyama-Ganiko, R., … Lawrence, L. (2014). Risk Factors for Self-Injury, Aggression, and Stereotyped Behavior Among Young Children At Risk for Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities, 119(4), 351–370. http://doi.org/10.1352/1944-7558-119.4.351
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