Methodological considerations when assessing restricted and repetitive behaviors and aggression

A. J. Keefer, L. Kalb, M. O. Mazurek, S. M. Kanne, B. Freedman, R. A. Vasa

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Methodological issues impacting the relationship between aggression and restricted, repetitive, and stereotyped behaviors and interests (RRSBI) were examined in 2648 children and adolescents with autism spectrum disorders (ASD) using a multi-method, multi-informant analysis model to assess the effects of informant, assessment method, and aggression phenotype. Overall, a significant, but small relationship was found between RRSBI and aggression (p <.05). There was significant heterogeneity of estimates with large effect sizes observed when utilizing teacher report and a broad phenotype of aggression. Variance in estimates was attributed to differences in informant and assessment method with two times greater effect attributed to informant. Results suggest strategies to optimize future investigations of the relationship between RRSBI and aggression. Findings also provide the opportunity for the development of targeted interventions for aggression in youth with ASD.

Original languageEnglish (US)
Pages (from-to)1527-1534
Number of pages8
JournalResearch in Autism Spectrum Disorders
Issue number11
StatePublished - Nov 2014


  • Aggression
  • Methodology
  • Repetitive behavior

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health


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