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UMI 300N.ZeebRd. Ann Arbor, MI 48106 THE USE OF BRIAAC FOR COMPARATIVE STUDY OF AUTISTIC AND LOW FUNCTIONING DEAF-BLIND CHILDREN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of the Ohio State University By Naeem U. Khan, M.S. ********************** The Ohio State University 1990 Dissertation Committee: Approved by Charles Wenar tMl/^J David Hammer Advisor Thomas Linscheid Department of Psychology Copyright by Naeem U. Khan 1990 To My Fathers ii ACKNOWLEDGEMENT S I sincerely wish to thank my advisor, Dr. Charles Wenar, who made this study possible. Dr. Wenar's infinite patience, guidance and compassion leaves a life time of indebtedness. I also wish to thank my graduate committee members, Dr. David Hammer and Dr. Thomas Linschied for their support, interest, and encouragement throughout this study. I also wish to thank my Graduate School representative, Dr. Shirley 0'Bryant for reading the manuscript and for her valuable suggestions. A grateful thank you is extended to Dr. Enid Wolf- Schien for providing very valuable support throughout this study. I am specially grateful to the staff of Columbus Development Center for their encouragement, and for tolerating my frequent absences from work for academic pursuits. Greatest appreciations go to my wife, Sameera who supported me throughout this project with her love, and to my children, Nasir, Uzma and Henna who tolerated my absences from home. iii VITA Name: Naeem ul Haq Khan Born: February 10, 1956, Quetta, Pakistan Education: 1972 General Certificate of Education, Tanzania 1976 Bachelor of Science, pre-medical University of The Punjab, Rabwah, Pakistan 1979 Master of Science, clinical psychology University Of Karachi, Karachi, Pakistan 1981 Ohio University, Athens, Ohio Awards: Awarded Gold Medal for outstanding academic performance, University of Karachi, 1979 Awarded Ahmadiyya Centenary Gold Medal for academic excellence, 1979 Clinical experience: 1981-1982 State of Ohio, Certified Psychology Assistant, Apple Creek Developmental Center, Apple Creek Ohio. 1982-present Certified Psychology Assistant Columbus Developmental Center Columbus Ohio 1987-present Member, State Behavior Modification Committee, Ohio Department of Mental Retardation and Developmental Disabilities. Field of Study: Psychology clinical child: developmental disabilities iv TABLE OF CONTENTS Acknowledgements iii Vita iv List of Tables .vi List of Figures .viii CHAPTER I Introduction 1 CHAPTER II Literature Review Autism .6 Sensory impaired children 21 The congenital rubella child 41 Mental Retardation 53 Overlap of psychological variables 57 Hypothesis .73 CHAPTER III Methodology .76 Population Samples Studied. 76 Comparability of populations. 83 Instrument-BRIAAC 83 Experimental Design 88 CHAPTER IV Results SO CHAPTER V Discussion 166 REFERENCES 193 v LIST OF TABLES Table 1 F-Ratios of Behavior Checklist symptom areas in autism and other diagnostic groups 63 Table 2 F-Ratios of Behavior Checklist across demographic data for diagnostic groups 64 Table 3 Behaviors that differed significantly between autism and other diagnostic groups 66 Table 4 BRIAAC scores in various pathologies 72 Table 5 Age, sex, and etiological distribution of deaf- blind group 79 Table 6 Age and sex distribution of autistic group.... 81 Table 7 Age, sex and etiological distribution of mentally retarded group 84 Table 8 Basic statistics: autism 91 Table 9 Basic statistics: deaf-blind 92 Table 10 Basic statisticsrmentally retarded 92 Table 11 Basic statistics:deaf-blind rubella 93 Table 12 Basic statistics:deaf-blind non-rubella 93 Table 13 Autistic children: age effects 96 Table 14 Rubella deaf-blind children: age effects 98 Table 15 Non-rubella deaf-blind children: age effects.. 99 Table 16 Autistic children: sex effects 100 Table 17 Rubella deaf-blind children: sex effects 102 Table 18 Non-rubella deaf-blind children: sex effects.. 103 Table 19 Multivariate analysis of variance/Discriminant analysis:autistic ,deaf-blind and mentally retarded J. 07 Table 20 Group membership against predicted: autism,deaf-blind and mentally retarded 108 Table 21 Multivariate analysis of variance/Discriminant analysis: autism, rubella, non-rubella and mentally retarded 112 vi Table 22 Group membership against predicted: autism, rubella, non-rubella and mentally retarded.... 113 Table 23 Multivariate analysis of variance/Discriminant analysis: autism, rubella, rubella and non- rubella J. 16 Table 24 Group membership against predicted: autism, rubella, and non-rubella 117 Table 25 Multivariate analysis of variance/Discriminant analysis: autism and deaf-blind 122 Table 26 Group membership against predicted: autism, and deaf-blind 123 Table 27 Multivariate analysis of variance/Discriminant analysis: Autistic and rubella 124 Table 28 Group membership against predicted: Autistic and rubella 125 Table 29 Multivariate analysis of variance/Discriminant analysis: autistic and non-rubella deaf-blind. 127 Table 30 Group membership against predicted: Autistic and non-rubella deaf-blind 128 Table 31 Multivariate analysis of variance/Discriminant analysis:rubella and non-rubella deaf-blind...130 Table 32 Group membership against predicted:rubella and non-rubella deaf-blind 131 Table 33 Multivariate analysis of variance/Discriminant analysis:autism and mentally retarded 132 Table 34 Group membership against predicted: Autistic and mentally retarded 133 Table 35 Multivariate analysis of variance/Discriminant analysis:deaf-blind and mentally retarded 135 Table 36 Group membership against predicted: deaf-blind and mentally retarded 136 Table 37 Multivariate analysis of variance/Discriminant analysis: rubella and mentally retarded 138 Table 38 Multivariate analysis of variance/Discriminant analysis: non-rubella deaf-blind and mentally retarded 239 vii Table 39 F-ratios of all diagnostic groups when contrasted with autistic 140 Table 40 F-ratios of diagnostic groups when contrasted with mentally retarded 141 Table 41 F-ratios of diagnostic groups when contrasted with rubella deaf-blind 141 Table 42 Multiple comparison: relationship scale 145 Table 43 Multiple comparison: communication scale 145 Table 44 Multiple comparison: drive for mastery scale.. 14 6 Table 45 Multiple comparison:vocalization scale 146 Table 46 Multiple comparison:sound and speech reception scale 147 Table 47 Multiple comparison: social responsiveness scale 147 Table 48 Multiple comparison: body movement scale 148 Table 49 Multiple comparison: psychobiological scale...148 Table 50 Tukey's multiple comparison test: critical mean ranges for BRIAAC scales and mean scores of diagnostic groups. 14 9 Table 51 Pearson correlation matrix:autism 151 Table 52 Pearson correlation matrix: deaf-blind 152 Table 53 Pearson correlation matrix:mentally retarded.. 152 Table 54 Pearson correlation matrix:rubella 153 Table 55 Pearson correlation matrix:non-rubella 154 Table 56 Leik and Metthews test: autistic and deaf- blindchildren's data from present study in comparison to mean of mean errors of normal children's data from DCAC study and Kalish study 140 Table 57 Leik and Metthews test: Normal children's data from DCAC study and Kalish study 162 viii LIST OF FIGURES FIGURE 1 Plot of mean scores on the BRIAAC scales for autistic, rubella deaf-blind, non-rubella deaf- blind and mentally retarded children 94 FIGURE 2 Scores of autistic, deaf-blind and mentally retarded children represented in a two dimensional discriminant space 109 FIGURE 3 Scores of autistic, rubella deaf-blind, non- rubella deaf-blind and mentally retarded children represented in a two dimensional discriminant space. 113 FIGURE 4 Scores of autistic, rubella deaf-blind and non- rubella deaf-blind children represented