Estudio psicométrico de la conducta repetitiva y adaptativa en sujetos con trastorno del espectro autista

Abstract

Abstract Psychometric study of repetitive behavior and adaptive in subjects with Autism Spectrum Disorder Background: Autism Spectrum Disorder (ASD) according to DSM-5 (2013) is characterized by the features of: 1) persistent deficits in social communication and social interaction and 2) restricted, repetitive patterns of behavior. Repetitive behavior is defined as repetitions, without activities or interests functionals that occur regularly and interfere daily functioning. Repetitive behaviors include repetitive motor phenomena as stereotypies, circumscribed interests, compulsions and serious behavioral problems (Bodfish et al., 2000). The new diagnostic criterias about autismo of the DSM-5 include the severity level so that the use of diagnostic assessment tools that measure the level of severity or severity of symptoms is required. To date we have tools that assess in communication deficits and social interaction (ADOS, ADI-R, etc.). However, in Spain we do not have tools to measure the severity of compulsive and repetitive behavior in autism and there are not studies that can study the relationship between compulsive-repetitive behavior and scholar adaptative behavior. Aims: In this project aims to: (1) analyze the psychometric properties of the scale Repetitive Behavior Scale-Revised (RBS-R, Bodfish et al 2000) in subjects with Autism Spectrum Disorder (1a) Confirming the factor structure and factorial invariance by gender and age and the correlation between the dimensions, (1b) finding data on reliability (internal consistency and temporal stability), (1c) find concurrent and divergent validity using Pearson correlations of the different scales of the protocol and (1d) to study the distribution of scores and differences in gender, age, type of mental retardation, family history, drug treatment, etc. ; and (2) to study the relationship between compulsive behaviors and adaptive behavior in subjects with ASD. Method: The study involved 233 students with in subjects with ASD between 3 and 63 years, of both genders, selected in different centers of the Valencia and Murcia areas. The validation protocol will include a socio-demographic questionnaire, the Teacher Rating Scale of Leyter-R, Social Communication Questionnaire (SCQ Form B) and the RBS-R. Expected results (hypothesis): forward: (1) finding excellent psychometric properties in the RBS-R (adequate factor structure, reliability and concurrent and divergent validity); (2) find a positive correlation between the severity of compulsive-repetitive behavior and adaptive behavior level. This project aims to provide a good tool for diagnosing autism and clarify the relationship between repetitive behaviors and adaptation level of the subjects with ASD. The study of these variables would provide relevant scientific information: for the development of specific protocols for assessment and screening of autistic traits, and to measure the effectiveness of treatments. Results: Regarding the factorial analysis the results of our study confirm the factorial structure of six factors RBS-R (Bodfish et al., 2000): Rituals/Sameness, Self-injurious Behavior, Stereotypic Behavior, Compulsive Behavior, and Restricted Interests; high internal consistency and adequate convergent-discriminant validity. Moreover, normative data suggest a link between repetitive behavior and the type of ASD, ASD severity, presence of intellectual disability, educational context and adaptive behavior.