Arriving at the empirically based conceptualization of restricted and repetitive behaviors: A systematic review and meta-analytic examination of factor analyses

Uljarević, Mirko; Spackman, Emily; Whitehouse, Andrew; Frazier, Thomas; Billingham, Wesley; Condron, Patrick; Hardan, Antonio Y.; Leekam, Susan

doi:10.1016/j.cpr.2023.102286

Cited by 10 publications

(1 citation statement)

References 125 publications

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“…Further, instruments used to quantify Asperger syndrome, which continue to be utilized for assessing autism spectrum disorder, lack the sensitivity to detect subtle symptom expressions. More importantly, the majority of existing instruments do not provide a comprehensive characterization of distinct, fine-grained facets of social functioning and restricted and repetitive behavior domains, 3,4 obscuring qualitative distinctions between individuals diagnosed with Asperger syndrome and other forms of autism.…”

Section: N V I T E D E D I T O R I a L Asperger Syndrome And Clinical...mentioning

confidence: 99%

Asperger syndrome and clinical heterogeneity: Reflections on the past, present, and future

Uljarević,

Frazier,

Chetcuti

2023

Develop Med Child Neuro

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Section: N V I T E D E D I T O R I a L Asperger Syndrome And Clinical...mentioning

confidence: 99%

Asperger syndrome and clinical heterogeneity: Reflections on the past, present, and future

Uljarević,

Frazier,

Chetcuti

2023

Develop Med Child Neuro

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Characterizing subdomains of insistence on sameness in autistic youth

Spackman,

Smillie,

Frazier

et al. 2023

Autism Research

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Insistence on sameness (IS) encompasses a range of behavioral patterns, including resistance to change, routines, and ritualized behaviors, that can be present across social and non‐social contexts. Given the breadth of behaviors encompassed by IS, it is important to determine whether this domain is best conceptualized and measured as uni‐ or a multi‐dimensional construct. Therefore, the current study aimed to characterize the structure of IS and explore potentially distinct of patterns of associations between identified IS factors and relevant correlates, including age, sex, IQ, anxiety, social abilities, emotional and behavioral dysregulation, and sensory hypersensitivity. Exploratory graph analysis was conducted using the dimensional assessment of restricted and repetitive behaviors to examine the structure of IS in a sample 1892 autistic youth (Mage = 10.82, SDage = 4.14; range: 3–18 years; 420 females) recruited from the Simons Foundation Powering Autism Research for Knowledge cohort. Three distinct IS subdomains labeled as IS‐Ritualistic/sameness, IS‐Routines, and IS‐Others (referring to IS behaviors during interactions with others) were identified. Generalized additive models demonstrated that each of the IS subdomains showed a unique pattern of association with key variables. More specifically, while sensory hypersensitivity was significantly associated with IS‐Ritualistic/sameness and IS‐Routines, it was not associated with IS‐Others. Further, while emotional dysregulation was a unique predictor of IS‐Ritualistic/sameness (but not IS‐Routines or IS‐Others), social interaction abilities were a unique predictor of IS‐Routines (but not IS‐Ritualistic/sameness or IS‐Others). Current findings provide preliminary evidence that the IS may encompass several distinct subdomains.

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Assessing pragmatic language difficulties using the Revised Children's Communication Checklist‐2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors

Keating,

Uljarević,

van Goozen

et al. 2024

Autism Research

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In this paper, we investigated the psychometric properties of the Child Communication Checklist‐Revised (CCC‐R) for the first time with an English‐speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re‐evaluate the CCC‐R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC‐R and Repetitive Behavior Questionnaire (RBQ‐2) to investigate these associations in a diverse non‐clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC‐R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non‐specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical‐Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school‐referred group which also had more pragmatic difficulties, grammatical‐semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non‐clinical population.

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Arriving at the empirically based conceptualization of restricted and repetitive behaviors: A systematic review and meta-analytic examination of factor analyses

Cited by 10 publications

References 125 publications

Asperger syndrome and clinical heterogeneity: Reflections on the past, present, and future

Asperger syndrome and clinical heterogeneity: Reflections on the past, present, and future

Characterizing subdomains of insistence on sameness in autistic youth

Assessing pragmatic language difficulties using the Revised Children's Communication Checklist‐2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors

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