Aggression in Children and Adolescents with ASD: Prevalence and Risk Factors

Autor/inn/en	Kanne, Stephen M.; Mazurek, Micah O.
Titel	Aggression in Children and Adolescents with ASD: Prevalence and Risk Factors
Quelle	In: Journal of Autism and Developmental Disorders, 41 (2011) 7, S.926-937 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-010-1118-4
Schlagwörter	Intelligence; Communication Problems; Marital Status; Incidence; Autism; Interpersonal Communication; Behavior Problems; Adolescents; Aggression; Pervasive Developmental Disorders; Risk; Correlation; Severity (of Disability); Symptoms (Individual Disorders); Gender Differences; Parents; Educational Attainment; Age Differences; Family Income + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Kommunikationsbarriere; Familienstand; Vorkommen; Autismus; Interpersonale Kommunikation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risiko; Korrelation; Schweregrad; Psychiatrische Symptomatik; Geschlechterkonflikt; Eltern; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Familieneinkommen
Abstract	The prevalence of and risk factors for aggression were examined in 1,380 children and adolescents with autism spectrum disorders (ASD). Prevalence was high, with parents reporting that 68% had demonstrated aggression to a caregiver and 49% to non-caregivers. Overall, aggression was not associated with clinician observed severity of ASD symptoms, intellectual functioning, gender, marital status, parental educational level, or aspects of communication. Individuals who are younger, come from a higher income family, have more parent reported social/communication problems, or engage in repetitive behaviors were more likely to demonstrate aggression. Given the significant impact of aggression on individual and family outcomes, it is hoped that this knowledge will inform more targeted intervention efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10