General Measurement Tools For Assessing Mental Health Problems Among Children and Adolescents With An Intellectual Disability: A Systematic Review

Journal of Autism and Developmental Disorders (2023) 53:132–204
https://doi.org/10.1007/s10803-021-05419-5
ORIGINAL PAPER
General Measurement Tools for Assessing Mental Health Problems

Among Children and Adolescents with an Intellectual Disability:
A Systematic Review
Marianne Berg Halvorsen1 · Sissel Berge Helverschou2 · Brynhildur Axelsdottir3 · Per Håkan Brøndbo4 ·
Monica Martinussen5
Accepted: 21 December 2021 / Published online: 12 January 2022

© The Author(s) 2022
Abstract
There is a need for more knowledge of valid and standardized measures of mental health problems among children and ado-
lescents with intellectual disability (ID). In this study, we systematically reviewed and evaluated the psychometric properties
of instruments used to assess general mental health problems in this population. Following PRISMA guidelines, we reviewed
empirical research published from 1980 through February 2020 with an updated search in March 2021 in Medline, Embase,
PsycINFO, Health and Psychological Instruments, CINAHL, ERIC, and Web of Science databases. Forty-nine empirical
articles were included in this review. Overall, the review indicated consistently better documentation of the reliability and
validity of instruments designed for the ID population compared to instruments developed for the general child population.
Keywords Assessment · Intellectual disability · Mental disorders · Mental health · Psychometrics
Cooccurring mental health disorders are more frequent in component of care for all people with ID and should be
the intellectual disability (ID) population than in the gen- integrated into clinical practice. The identification of men-
eral population (Einfeld et al., 2011; Munir, 2016). Men- tal health (MH) disorders is, however, considered difficult
tal health disorders result in reduced functioning and an due to the considerable symptom overlap between ID and
increased need for help in everyday life at home, at school, MH disorders and the problems of distinguishing between
or at work, in addition to difficulties due to ID (Einfeld et al., the conditions (Einfeld et al., 2011). Additionally, accom-
2011; Halvorsen et al., 2019). These difficulties are asso- panying communication difficulties and atypical symptom
ciated with reduced quality of life for the person and the presentations associated with more severe ID make assess-
family (Hastings et al., 2001; Lin et al., 2009). Accordingly, ment challenging (Stratis & Lecavalier, 2015). The use of
careful assessment of mental health should be an essential relatively broadband standardized instruments is generally
recommended in the initial assessment of MH disorders.
There are few currently available instruments that have
* Marianne Berg Halvorsen been specifically developed for children and adolescents
[email protected] with ID (e.g., Aberrant Behavior Checklist [ABC]: (Aman
1 & Singh, 1986); Developmental Behavior Checklist [DBC]:
Department of Pediatric Rehabilitation, University Hospital
of North Norway, P.O. Box 2, 9038 Tromsø, Norway (Einfeld & Tonge, 1992), and accordingly, instruments not
2 originally developed for this population are commonly used
NevSom Norwegian Centre of Expertise
for Neurodevelopmental Disorders and Hypersomnias, Oslo (e.g., Achenbach System of Empirically Based Assessment
University Hospital, Oslo, Norway [ASEBA]; Strengths and Difficulties Questionnaire [SDQ;
3
Regional Centre for Child and Adolescent Mental Health, Goodman, 1997]). However, there is a need for more knowl-
Eastern and Southern Norway, Oslo, Norway edge of valid and standardized measures of MH problems
4
Department of Psychology, UiT The Arctic University among children and adolescents with ID. A previous sys-
of Norway, Tromsø, Norway tematic review evaluated the suitability of MH measures, in
5
RKBU North, UiT The Arctic University of Norway, terms of psychometric properties (i.e., reliability and valid-
Tromsø, Norway ity), that are commonly used for people of all age groups
13
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Journal of Autism and Developmental Disorders (2023) 53:132–204 133
(i.e., children, adolescents, and adults) with severe and pro- on quantitative or psychometric outcomes for general MH
found ID (Flynn et al., 2017). Flynn et al. (2017) found that measures published in a peer-reviewed journal or as a PhD
very few measures were available and recommended (i.e., dissertation. (d) Focused on the development, adaptation,
sound psychometric properties) for adults. Furthermore, they or evaluation of a measure of MH. The inclusion criteria for
found no eligible studies reporting psychometric properties MH problems were derived from the International Statisti-
of instruments for children and adolescents with severe and cal Classification of Disease and Related Health Problems,
profound ID. Accordingly, there is an urgent need for more 10th Revision (World Health Organization, 2010). Eligible
knowledge about the reliability and validity of MH instru- MH problems and their key diagnostic symptoms, with onset
ments used among children and adolescents across the whole usually occurring during childhood and adolescence, were
ID spectrum. Such knowledge of measurement properties classified as follows: (a) F20-29: schizophrenia, schizotypal,
will provide the clinical and research field with important and delusional disorders; (b) F30-39: mood (affective) dis-
new knowledge regarding the strengths and weaknesses of orders; (c) F40-48; neurotic, stress-related and somatoform
these instruments and provide input to further developmental disorders; and (d) F91-94 behavioral and emotional disor-
needs in this field. ders. Accordingly, we did not include disorders of adult per-
sonality and behavior (F60-69), organic mental disorders,
disorders due to psychoactive substance abuse, behavioral
Objective syndromes associated with physiological disturbances and
physical factors, neurodevelopmental disorders (ID, atten-
This systematic review aimed to provide an overview of rel- tion-deficit/hyperactivity disorder, autism spectrum disor-
evant general measures for assessing MH problems among ders, or specific developmental disorders), motor disorders
children and youths with ID. More specifically, the research (Tourette syndrome), or other behavioral and emotional dis-
question was the following: What are the psychometric orders with onset usually occurring in childhood and adoles-
properties of measurement tools used to assess general MH cence that are not within F91-94 (e.g., pica or stereotyped
problems in children and adolescents with ID at ages of movement disorder).
4–20 years? We set this age range (i) Because very few MH We excluded the following types of papers: (a) Pub-
measurement tools have been developed for children under lished before 1980 in accordance with Flynn et al. (2017)
age four years and particularly for the ID population, and (ii) (b) used specific MH measures with fewer than two symp-
we wanted mainly children/youth samples because this was tom domains as the focus in this review was on broadband/
the focus of this review and including adults could provide general measurement tools, (c) focused on evaluating psy-
findings that are not necessarily transferable to children. chotropic drug interventions, or (d) reported only descriptive
mean scores for ID samples (e.g., genetic syndromes) with
no other psychometric information.
Methods
Search Methods for Identification of Studies
The protocol for this systematic review was registered in
PROSPERO, an international register for systematic reviews We searched Medline (Ovid), Embase (Ovid), PsycINFO
with health-related outcomes (CRD42020172186). PRISMA (Ovid), Health and Psychosocial Instruments (Ovid),
guidelines were used for the reporting process (Moher et al., CINAHL (EBSCO), ERIC (EBSCO), and Web of Science
2009). The PRISMA checklist is available in Appendix I. from 1980 through February 21st, 2020. The trial registers
ClinicalTrials.gov and WHO International Clinical Trials
Inclusion and Exclusion Criteria Registry Platform (ICTRP) were also searched for ongo-
ing and unpublished trials on May 16th, 2021. An updated
We included papers if they met the following criteria: (a) search for each included measurement tool was performed
at least 70% of the sample in the study were reported as on March 13th, 2021.
having an intellectual functioning equivalent to a full-scale The search strategy was developed by an information
intelligent quotient (FSIQ) ≤ 80 either by means of a stand- librarian (BA) using a wide range of search terms for intel-
ardized intelligence test or a diagnosis of ID or indirectly by lectual and developmental disabilities, MH issues, children
parent report or being a pupil at a special school for children and adolescents, and psychometric properties. No limits
and youths with ID. (b) All studies were based on samples were applied to the study design, language, or publication
that included children and youths between the mean ages type. The search strategy was adapted to each database (see
of 4–20 years. Samples reporting participant age above complete search strategies in Appendix II).
25 years of age were excluded as the focus on this review The bibliographies of all included studies and previous
were on children and adolescents. (c) Reported original data systematic reviews were also searched for relevant studies.
13
134 Journal of Autism and Developmental Disorders (2023) 53:132–204
We contacted experts in the field to identify additional Methodological Quality of MH Measures

unknown studies; four additional papers were identified in
this manner, but none met the inclusion criteria (Brinkley As the objective was to assess the psychometric properties
et al., 2007; Kaat et al., 2014; Ono et al., 1996; Siegfrid, of the MH measures as they appeared in the studies we iden-
2000). tified, we did not assess the quality of the methods in the
included studies themselves. Originally, we planned to use
Study Selection the COSMIN Risk of Bias Checklist (Mokkink et al., 2018)
to evaluate the psychometric properties of identified MH
All titles and abstracts were independently screened by at measures. However, we found that this tool was more suit-
least two reviewers (MBH, (screened all references), BA, able for assessing outcome studies. Accordingly, we chose
SBH and MM) in Covidence. All full-text papers were inde- to use the EFPA review model for the description and evalu-
pendently screened (always MBH, in addition to SBH, BA, ation of psychological and educational tests (European Fed-
MM, or PHB). Disagreements were resolved by discussion, eration of Psychologists' Association (EFPA), 2013) to guide
and if needed, a third author (MM) was consulted to reach the assessment of the psychometric properties (Table 1).
a final decision. More specifically, reliability (i.e., internal consistency,
test–retest reliability, and interrater reliability) and validity
Data Extraction (and Synthesis) (i.e., criterion validity, content validity, and construct valid-
ity) were evaluated by means of the interpretation guide-
Data were extracted into a table format by one reviewer lines from the EFPA review model (European Federation
(MBH or BA) and were checked for accuracy by a sec- of Psychologists' Association (EFPA), 2013) using a four-
ond reviewer (SBH or PHB). The extracted data included point scale (0 = not reported/not applicable; 1 = inadequate;
study design, country, participant demographics (age and 2 = adequate; 3 = excellent/good). We did not evaluate the
sex) and clinical characteristics (i.e., ID severity, adaptive measure’s reported norms. See Table 1 for more informa-
level, comorbid diagnosis), rater characteristics (i.e., parent/ tion. This quality assessment was independently conducted
caregiver, teacher or other), and information about the data by MBH and SBH for 20 randomly chosen studies report-
analyses/psychometric properties. ing psychometric statistics. The interrater reliability of these
The data were summarized for all the studies reporting on assessments showed an excellent degree of correspondence
each measurement tool, with a narrative synthesis. (r = 0.92) for the sum scores. Due to a high degree of corre-
spondence in scoring, the remaining articles/studies (n = 29)
were then randomly distributed between MBH and SBH.
If uncertainty in scoring arose, this was discussed between
Table 1 Interpretation guidance from the EFPA Review Model (2013) to evaluate the psychometric quality of included measures
Range Rating
Sample size Not reported/applicable 0 = not reported/applicable

N < 100 1 = one inadequate study
N = 100–200 2 = one adequate study
N > 200 3 = large/more than one adequate study
Internal consistency: Not reported/applicable 0 = not reported/applicable
Cronbach’s alpha < .70 1 = inadequate
= .70–.79 2 = adequate
≥ .80 3 = good/excellent
Test–retest/interrater: coefficient Not reported/applicable 0 = not reported/applicable
< .60 1 = inadequate
.60–.69 2 = adequate
Convergent validity: correlation coefficient Not reported/applicable 0 = not reported/applicable
.55–.64 2 = adequate
Criterion-related Validity Not reported/applicable 0 = not reported/applicable
.20-.34 2 = adequate
13
MBH and SBH; if needed, a third author (MM) was con- or aimed for use in this population (i.e., non-ID instruments)
sulted before an agreement was reached. (Table 3).
All studies pertaining to each individual measurement The included assessment instruments were intended to
tool were then included in the overall assessment of each screen for a relatively broad spectrum of problems, so-called
measure, allowing the authors to establish the weight of evi- broadband assessment instruments. The frequency, severity
dence for each measure in turn. and duration of target behaviors were most often used to
measure MH problems. Four papers gave a first report of the
development or adaptation of a new instrument (Challenging
Results Behavior Interview [CBI] (Oliver et al., 2003); Develop-
mental Behavior Checklist [DBC] (Einfeld & Tonge, 1995);
Literature Selection Nisonger Child Behavior Rating Form [NCBRF] (Aman
et al., 1996); Reiss Scales for Children’s Dual Diagnosis
The literature searches resulted in 22,692 unique references. [Reiss] (Reiss & Valenti-Hein, 1994); Well-Being in Special
We excluded 20,069 after screening titles and abstracts, Education Questionnaire [WellSEQ] (Bostrom et al., 2016)).
and we assessed 774 full-text articles, of which 725 were Overall, the identified instruments reported their devel-
excluded (see Appendix III for excluded studies with exclu- opment/framework through a widely defined bottom-up
sion reasons). A total of 49 trials/papers were ultimately approach (i.e., descriptive-empirical approach) based on
included. Details of the study selection process and reasons specific descriptors of children’s functioning. These indi-
for exclusion are provided in Fig. 1. There were very few vidual symptoms (i.e., items) were either based on other
cases where a third reviewer (MM) was required to resolve existing questionnaires (e.g., the NCBRF was adapted from
disagreements. We focused on assessment instruments of the Child Behavior Rating Form, and the SDQ was adapted
MH for children and adolescents with chronological ages of from the Rutter Questionnaire) and/or based on a literature
4–20 years. Some assessment tools had additional support- review of the field, expert consultation, or case files from
ing data for older age groups, but this information was not IDD services (i.e., the ID instruments). The ASEBA and the
included in the current review. latest version (e.g., Child Behavior Checklist [CBCL]) spe-
cifically reported six additional subscales based on the Diag-
MH Instruments nostic and Statistical Manual of Mental Disorders (DSM)
(Achenbach & Rescorla, 2001). The ASEBA (i.e., CBCL,
A total of 49 papers reporting on 10 instruments for assess- Teacher Rating Form [TRF], and Youth Self Report [YSR])
ing MH problems among children and adolescents with ID was the most comprehensive measure identified in terms of
were identified and included (Aman et al., 1996; Baraldi the number of items (i.e., 120 items) compared to the other
et al., 2013; Borthwick-Duffy et al., 1997; Bostrom et al., measures (mean number of 53 items). The SDQ, on the other
2016; Braga et al., 2018; Brereton et al., 2006; Brown et al., hand, lacked DSM-oriented subscales.
2002; Chadwick et al., 2000; Clarke et al., 2003; Coe et al., It is noteworthy that the majority of the instruments were
1999; Dekker et al., 2002a, 2002b, 2002c; Dieleman et al., proxy or informant-based measures with the exception of
2018; Douma et al., 2006; Einfeld & Tonge, 1995; El-Kes- the WellSEQ (Bostrom et al., 2016), an ID instrument, and
hky & Emam, 2015; Embregts et al., 2010; Emerson, 2005; the ASEBA and SDQ, both non-ID instruments, which
Esbensen et al., 2018; Freund & Reiss, 1991; Hassiotis also offered a youth self-report form. Five papers reported
& Turk, 2012; Hastings et al., 2001; Haynes et al., 2013; using the youth self-report form (ASEBA: (Douma et al.,
Jacola et al., 2014; Kaptein et al., 2008; Koskentausta & 2006); SDQ: (Embregts et al., 2010; Emerson, 2005; Haynes
Almqvist, 2004; Koskentausta et al., 2004; Marshburn & et al., 2013); WellSEQ: (Bostrom et al., 2016). The other
Aman, 1992; Masi et al., 2002; Matson et al., 1984; Mircea papers reported using parent/primary caregiver, teacher,
et al., 2010; Murray et al., 2020; Norris & Lecavalier, 2011; and (health) care staff as informants (Table 2). All iden-
Oliver et al., 2003; Oubrahim & Combalbert, 2019; Reiss tified studies/papers reporting on instruments were in the
& Valenti-Hein, 1994; Rice et al., 2018; Rojahn & Helsel, English language. Moreover, all instruments were originally
1991; Rojahn et al., 2010; Sansone et al., 2012; Taffe et al., developed in English, with the exception of the WellSEQ
2007; Tasse & Lecavalier, 2000; Tasse et al., 1996; Tonge (Bostrom et al., 2016), which was developed in the Swedish
et al., 1996; van Lieshout et al., 1998; Wallander et al., language. However, the majority of the identified measures
2006; Wolf, 1981; Wright, 2010) (see Tables 2 and 3). Of had one or more studies that reported psychometric proper-
these instruments, seven were aimed for the intellectual and ties for non-English versions, with the exception of the ABC
developmental disability (IDD) population (i.e., ID instru- (Aman & Singh, 1986) and Behavior Problem Checklist
ments), while three instruments were not originally designed (BPC) (Quay & Peterson, 1975, 1983) (see Table 2).
13
Records identified through database Additional records identified

Identification
searching through other sources

(n =31842) (n = 4)
Records after duplicates removed

(n = 20484)
Screening
Records screened Records excluded

(n = 20484) (n = 19710)
Full-text articles excluded,

with reasons
Full-text articles assessed
(n = 725)
for eligibility
(n = 774)
120 Wrong patient population
Eligibility
36 Mean age <4 years

22 Adult population
83 Results not reported separately
Studies included in for children and adolescents
qualitative synthesis 97 Not relevant measurement tool
(n = 49)
132 No psychometric information
77 No intellectual disability
information
Included
36 Not relevant outcome

10 Outcome: psychopharmacology
4 Published prior to 1980
17 Review
37 Conference Abstract
Fig. 1 PRISMA Flow Diagram
We found that most papers used the ASEBA (11 papers) et al., 2013; Mircea et al., 2010; Rojahn et al., 2010; CBI:
followed by the DBC (10 papers) and further followed by, Oliver et al., 2003; DBC: Brereton et al., 2006; Clark et al.,
in descending order, the SDQ (7 papers), ABC/NCBRF (6 2003; Dekker et al., 2002a, b, c; Einfeld & Tonge, 1995;
papers each), Behavior Problems Inventory-01 (BPI-01) (4 Taffe et al., 2007; Tong et al., 1996; NCBRF: Aman et al.,
papers), BPC (3 papers), and CBI/Reiss/WellSEQ (1 paper 1996; Tasse et al., 1996; Rojahn et al., 2010; Tasse & Lecav-
each). For seven of the measures, the researcher by whom it alier, 2000; Reiss: Reiss & Valentin-Hein, 1994; WellSEQ:
was developed was involved in its evaluation (ABC: Brown Bostrom et al., 2016).
et al., 2002; Marshburn & Aman, 1992; BPI-01: Baraldi
13
Table 2 Overview of studies: study characteristics and psychometric data
Measure Author, year Country Sample description IQ/adaptive level N Study design Rater Psychometric prop-
erties
ABC
Brown et al. US Special education FSIQ ≤ 80 indexed 601 Cross-sectional Parent Factor structure
(2002)a 56% boys. Age by school place- (EFA/CFA)
range 6–22 years ment Internal consistency
Chadwick et al. UK Special education. Severe ID defined 102 Cross-sectional Parent (n = 102) Interrater agreement
(2000) 62% boys. Age by means of Teacher (n = 65) Convergent validity
range 4–11 years adaptive level (VABS)
Freund & Reiss, US Outpatients. 69% Borderline to 110/94 Cross-sectional Parent (n = 110) Factor structure
1991) boys. Age range severe Teacher (n = 94) (EFA)
3–25 years FSIQ: M = 53.0 Internal consistency
(SD = 14.9) Test–retest
Adaptive level: NR Interrater reliability
Marshburn and US Special education. FSIQ ≤ 80. Indexed 666 Cross-sectional Teacher Factor structure
Aman (1992)a Gender fre- by school place- (EFA). Internal
quency: NR. Age ment consistency
range 6–21 years FSIQ/adaptive Norms
level: NR
Rojahn and Helsel US Inpatient psychi- Borderline to 199 Follow-up Direct care staff Factor structure
( 1991) atric unit. 75% profound ID (EFA)
boys. Age range FSIQ/adaptive Internal consistency.
3–23 years level: NR Interrater reliability
Criterion validity
Sansone et al. US Fragile X. 73% FSIQ: M = 58.0 630 Cross-sectional Parent/guardian Factor structure
(2012) boys. Age range (SD = 18.3) (EFA/CFA)
3–25 years
ASEBA Borthwick-Duffy US Children with ID. Mild to profound 67 Cross-sectional Parent Factor structure
CBCL et al. (1997) 52% boys. Age ID (EFA)
range 8–20 years FSIQ: NR
CBCL Braga et al. (2018) Brazil Williams syndrome NR 8 Cross-sectional Parent/caregiver Convergent validity
38% boys. Age (BPI-01)
range 4–6 years
CBCL and TRF Dekker et al. Netherlands Special education. Borderline to mod- 1041/1855 Follow-up Parent (CBCL) and Internal consistency
(2002a)a 60% boys. Age erate ID teacher (TRF) (CBCL and TRF)
range 6–18 years FSIQ/adaptive Test–retest (CBCL)
Control group from level: NR Interrater (CBCL
general popula- and TRF)
tion Convergent validity
(DBC)
CBCL Dieleman et al. Belgium/Nether- Down syndrome. NR 67 Cross-sectional Parent Internal consistency
(2018) lands 55% boys. Age
range 4–19 years
13
137
Table 2 (continued)
138
erties
13
YSR Douma et al. Netherlands Special educa- Borderline to mod- 281/1047 Longitudinal YSR and parent Internal consistency
(2006)a tion. Gender erate ID CBCL Interrater. Construct
frequency: FSIQ: M = 66.8 validity (Multitrait-
NR. Age range (SD = 12.1) multimethod).
11–18 years. Adaptive level: NR Criterion validity
Control group
from general
population
(N = 1047)
CBCL Esbensen et al. US Down syndrome. IQ: M < 48 88 Cross-sectional Parent (teacher Internal consistency.
(2018) Gender fre- (SD < 11) interrater) Interrater. Conver-
quency: NR. Age Adaptive level: NR gent validity (ABC
range 6–18 years and NCBRF)
CBCL Koskentausta et al. Finland Community Mild to profound 90 Cross-sectional Parent/caregiver Convergent validity
(2004)a sample. 61% ID based on IQ (DBC). Criterion
boys. Age range scores/adaptive validity
6–13 years scores. FSIQ: NR
CBCL Jacola et al. (2014) US Down syndrome IQ: M = 43.38 52 Cross-sectional Parent/caregiver Convergent validity
rec. 46% boys. (SD = 18.29). (BASC-2 clini-
Age range Adaptive: NR cal and adaptive
12–18 years scales)
CBCL Masi et al. (2002) Italy ID and concur- Mild to moder- 50 Cross-sectional Parent Convergent validity
rent depressive ate ID. FSIQ: (PIMRA, Zung
disorder and/or M = 56.7 Depression Scale,
anxiety disorder (SD = 4.4). Adap- and Zung Anxiety
sample. 58% tive scores: NR Scale)
boys. Age range
11–18 years
CBCL van Lieshout et al. Belgium/Nether- Prader-Willi Mild to moderate 39 Cross-sectional Parent Internal consistency
(1998) lands Syndrome. 50% ID. FSIQ/adap-
boys. Age range tive: NR
3–20 years
CBCL Wallander et al. Netherlands Population-based. Borderline to 968 Prospective Parent/guardian Internal consistency
(2006) 60% boys. Age moderate/severe Test–retest
range 6–18 years ID indexed by
school placement
TRF Wright (2010) US Special educa- IQ: M = 63.70 48 Cross-sectional Teacher Internal consistency
tion. 58% boys. (SD = 9.65) (mild Convergent/divergent
Age range ID) validity (ABI)
12–18 years
Table 2 (continued)
erties
BPC Coe et al. (1999) US Down syndrome ID level not 88 Cross-sectional Parent, Interrater
(n = 44). Age reported. VABS teacher
range 6–15 years. total: M = 51.4
Control group
with non-ID
(n = 44)
Matson et al. US Students with ID ID group: mild to 259 (ID)/306 Cross-sectional Teacher Factor structure
(1984) and control group moderate ID (control) (EFA)
non-ID. 58% FSIQ/adaptive: NR
boys. Mean age:
15 years
Wolf (1981) US Special educa- NR 39 Follow-up Teacher/aid Interrater
tion. 87% boys. Test–retest
Age range
11–16 years
BPI-01 Baraldi et al. Brazil ID group (n = 30) Normal to moder- 30/30 Cross-sectional Parent/guardian Internal consistency.
(2013) and non-ID ate ID Convergent validity

(n = 30). 63% FSIQ reported. (CBCL)
boys. Age range Adaptive: NR
6–18 years
Mircea et al. Romania Children with ID. Mild to profound 115 Cross-sectional Caregiver Internal consistency.
(2010)a 44% boys. Age ID. FSIQ/adap- Convergent validity
range 3–23 years tive: NR (NCBRF)
Rojahn et al. US Special education. Mild to profound 237 Follow-up Parent/guardian Factor structure
(2010)a 68% boys. Age ID (n = 63) (CFA)
range 5–22 years FSIQ/adaptive: NR Teacher (n = 27) Internal consistency.
Test–retest
Interrater
Oubrahim and France Specialized Mild to profound 305 Cross-sectional Care staff Factor structure
Combalbert institutions. 49% ID. IQ level (CFA). Internal
(2019) boys. Age range based clinical consistency. Inter-
7–24 years records. FSIQ/ rater
adaptive: NR
CBI Oliver et al., UK Child sample from Severe ID 47 Cross-sectional Teacher Content validity
(2003)) schools with FSIQ/adaptive Convergent validity
severe ID. 68% score: NR (ABC)
boys. Age range
4–12 years
13
139
Table 2 (continued)
140
erties
13
DBC-P Brereton et al. Australia ASD sample. 85% ASD sample: nor- 381 (ASD)/550 Cross-sectional Parent/caregiver Criterion-related
(2006) boys. Age range mal to severe ID (ID) validity
3–24 years ID sample: border-
ID sample: 58% line to profound
boys. Age range ID
4–18 years Formal IQ test.
FSIQ/adaptive:
NR
Clark et al. (2003) Australia Unselected patients NR 37 Follow-up Parent Criterion-related
with ID attending validity
psychiatric clinic
on at least two
occasions. Gen-
der/age: NR
Dekker et al. Australia/Nether- Combined sample: Mild to profound 1536 Cross-sectional Parent and teacher Factor structure
(2002a)a lands epidemiological ID indexed from (EFA)
prevalence study/ school/daycare Internal consistency
nonresidential placement
school, daycare
center. 59%
boys. Age range
3–22 years
Dekker et al. Netherlands Nonresidential IQ from < = 80. 1057/930 Cross-sectional/ Parents (n = 1057) Internal consistency
(2002a)a school settings/ Borderline to follow-up Teachers (n = 930) Test–retest. Interrater
special education/ profound ID, Both (n = 851) Convergent validity
day centers. 60% indexed from (CBCL)
boys. Age range placement Divergent validity
6–18 years (Vineland)
Criterion validity
Einfeld and Tonge Australia Population-based Mild to profound 1093 Cross-sectional/ Parent/caregiver Content validity.
(1995) study. 60% ID. FSIQ/adap- follow-up Factor structure
boys. Age range tive score: NR (EFA). Internal
4–18 years consistency.
Test–retest- Inter-
rater. Convergent
validity. Criterion
validity
Hassiotis and Turk UK Clinical service Mild to profound 75 Cross-sectional Parent and teacher Criterion validity
(2012) sample: 64% ID (agreement ICD-10
boys. Age range FSIQ: NR diagnoses)
12–19 years VABS total:
M = 35 (SD = 16)
Table 2 (continued)
erties
Hastings et al. UK Special education. High proportion 531 Cross-sectional Parent and teacher Factor structure
(2001) 68% boys. Age likely severe to (EFA). Internal
range 4–18 years profound ID. consistency
FSIQ/adaptive
score: NR
Koskentausta and Finland Community Mild to profound 85 Cross-sectional Parent Interrater. Conver-
Almqvist (2004)a sample. 63% ID based on IQ gent validity (ABS
boys. Age range scores/adaptive total Maladaptive
6–13 years scores. FSIQ: NR Behavior). Crite-
rion validity
DBC-P24/short Taffe et al. (2007) Australia/other Epidemiologi- Mild to profound 51–1057 Longitudinal/cross- Parent/caregiver Criterion validity
form countries for cal ID sample. ID. FSIQ/adap- sectional data
cross-validation Cross-validation tive score: NR from first three
samples from waves
England, Finland,
and the Nether-
lands in addition
to genetic syn-
drome subgroups
Tonge et al. (1996) Australia Community Mild to profound 1093/450/448 Cross-sectional Parent/caregiver Factor structure
epidemiologi- ID.FSIQ/adaptive (EFA). Internal
cal prevalence score: NR consistency
study. > 50%
boys. Age range
4–20 years.
Community
sample (n = 450).
Validation sample
(n = 448)
NCBRF: Problem Aman et al. (1996)a US Outpatients. 65% Majority IQ range 326/260 Cross-sectional Parent (n = 326) Content validity.
Behavior section boys. Age range 55–70. Adaptive: and teacher Factor structure
Parent/teacher ver- 3–16 years NR (n = 260) (EFA). Internal
sions consistency. Inter-
rater. Convergent
validity (ABC)
Mircea et al. Romania Children with ID Mild to profound 115 Cross-sectional Teacher Internal consistency
(2010)a noninstitutional ID Convergent validity
housing. 44% FSIQ/adaptive: NR (BPI-01)
boys. Age range
3–23 years
13
141
Table 2 (continued)
142
erties
13
Norris and Lecava- US Special education/ Borderline to 399 Cross-sectional Parent/caregiver Factor structure
lier ( 2011) outpatients. 64% profound ID (CFA)
boys. Age range FSIQ/adaptive: NR Internal consistency
5–18 years Convergent validity
(DBC)
Criterion validity
Rojahn et al. US Special education. Mild to profound 237 Cross-sectional/ Parent/guardians Factor structure
(2010)a 68% boys. Age ID test–retest (n = 63) (CFA)
range 4–22 years FSIQ/adaptive: NR Teacher (n = 27 for Internal consistency
interrater; n = 24 Test–retest
test/retest) Interrater reliability
(teacher-teacher/
teacher-parent)
Convergent validity
(BPI-01)
Tasse et al. (1996)a US See Aman et al. Norms
(1996) above.
Identical sample
Tasse and Lecava- Canada/French Students. 62% Mild to profound 109 Cross-sectional Parent/teacher Interrater
lier (2000) version boys. Age range ID
4–18 years FSIQ: NR
Reiss Scales Reiss and Valenti- US Two independent Mild to profound 313/270 Cross-sectional Parent/caretaker or Content validity
Hein (1994) community sam- ID teacher Factor structure
ples with children FSIQ/adaptive: NR (EFA)
and adolescents Internal consistency
with ID. Sample Criterion validity
1: 61% boys. 78% (diagnosis)
under 11 years.
Sample 2: 60%
boys. Age range
4–21 years
SDQ El-Keshky and Saudi Arabia/ Students with IQ below 80 323 (SA)/229 Cross-sectional Teacher Factor structure
Emam (2015) Oman learning dis- indexed by school (Omani) (CFA). Internal
ability. Mean age: placement. FSIQ/ consistency
8 years adaptive: NR
Embregts et al. Netherlands 60% boys. Mild ID 45 Self-report Internal consistency
(2010) Age range FSIQ/adaptive: NR Parent
12–16 years Teacher
Table 2 (continued)
erties
Emerson, 2005) UK Population-based NR 98 (ID)/4074 Cross-sectional Self-report. Parent. Internal consistency.

sample children (control) Teacher Interrater. Criterion
with/without validity
ID. 77% boys,
ID sample.
Age range
11–15 years
Haynes et al. Australia Children with ID Mild ID. Formal 128 Cross-sectional Self-report Content validity
(2013) from schools. IQ/adaptive tests. Factor structure
63% boys. Age FSIQ/adaptive: (EFA/CFA)
range 9–14 years NR Internal consistency
Kaptein et al. Netherlands Special education. Mild to moder- 260/707 Cross-sectional Parent Internal consistency
(2008) 59% boys. Age ate ID Criterion validity
range 6–12 years FSIQ/adaptive: NR
Non-ID control
group (n = 707)
Murray et al. UK Cohort children FSIQ: NR. VABS- 626 Cross-sectional Parent Convergent validity
(2020) with ID. 68% II total scores: (DBC)
boys. Age range M = 58
4–15 years
Rice et al. (2018) Australia/UK Children with ID NR 83 Cross-sectional Parent Convergent validity
from mental (DBC)
health clinics/
Down syndrome.
66% boys. Age
range 4–17 years
WellSEQ Bostrøm et al. Sweden Special educa- NR 113/67 (parents)/97 Cross-sectional/ Self-report. Parent. Content validity.
(2016) tion. 71% boys. (teacher ratings) parent Teacher Internal consist-
Age range ency. Test–retest.
12–16 years Interrater. Conver-
gent validity (SDQ)
ABC Aberrant Behavior Checklist, ABI Adaptive Behavior Inventory, ASEBA Achenbach System of Empirically Based Assessment; BPC Behavior Problem Checklist, BPI-01 Behavior Prob-
lem Inventory, CBCL Child Behavior Checklist, CBI Challenging Behavior Interview, DBC Developmental Behavior Checklist, FSIQ full-scale IQ, NCBRF Nisonger Child Behavior Rating
Form, NR not reported, Reiss Scales Reiss Scales for Children's Dual Diagnosis, SDQ Strengths and Difficulties Questionnaire, TFR Teacher Rating Form, VABS Vineland Adaptive Behavior
Scales, YSR Youth Self Report, WellSEO Well-being in Special Education Questionnaire
a
Report data from the same study
13
143
Table 3 Description of included instruments from all studies
144
Instrument Purpose/ Administration and scoring Framework

composition
13
ID instruments
Aberrant Behavior Checklist-Community ver- 58 items, 5 subscales: Proxy Empirically developed
sion (ABC-C; Aman & Singh, 1986, 2017) Irritability, Social Withdrawal, Stereotypic 4-point scale (0–3)
Behavior, Hyperactivity, Non-Compliance,
Inappropriate Speech
Behavior Problems Inventory (BPI-01; Rojahn 49 items, 3 subscales: Proxy Empirically developed
et al. (2001) Self-Injurious Behavior, Stereotyped Behav- 5-point frequency scale (0–4)
ior, Aggressive/Destructive Behavior 3-point severity scale (0–3)
Challenging Behavior Interview (CBI; Oliver Two parts. Part I identifies the occurrence of Proxy Definitions of challenging behavior (e.g., Emer-
et al., 2003) 5 forms of behaviors: Self-Injury, Physical Part II: 4- or 5-point scale (e.g., 1–5) son, 1998) underscoring the need to include a
Aggression, Verbal Aggression, Disruption broad assessment of its impact. Review of the
of the Environment, Inappropriate Vocaliza- literature on challenging behavior assessment
tions. Part II: 14 subscales measuring the instruments
frequency, duration and implication of the
episodes
Developmental Behavior Checklist (DBC; 96 items, 6 subscales: Proxy: Primary carer and teacher versions Empirically developed
Einfeld & Tonge, 1992) Disruptive, Self-Absorbed, Communication 3-point scale (0–2)
Disturbance, Anxiety, Social Relating,
Antisocial
Total Behavior Problem Score
Nisonger CBRF Problem Behavior Section 60 items; 6 subscales: Conduct Problems, Proxy: Parent and teacher versions Adapted/modified the Child Behavior Rating
(Nisonger; Aman et al., 1996) Insecure/anxious, Hyperactivity; Self-Injury/ 4-point scale (0–3) Forma . Empirically developed
Stereotypic, Self-Isolated/Ritualistic, Overly
Sensitive
Reiss Scales for Children´s Dual Diagnosis 60 items, 10 subscales: Anger/Self-Control, Proxy Empirically developed. Adapted from the adult
(Reiss; Reiss & Veletin-Hein, 1994) Anxiety Disorder, Attention Deficit, Autism, 3-point scale (0–2) version
Conduct Disorder, Depression, Poor Self-
Esteem, psychosis, Somatoform Behavior,
Withdrawn/Isolated
Well-Being in Special Education Question- 42 itemsb. 5 scales: Youth Self-Report and proxy: Parent and Literature review, expert consultations and
naire (WellSEQ; Bostrom et al., 2016) Mental Health, Mental Ill-Health, Family teacher versions workshops with special education students
Relations, School Environment, Peer Rela- 3-point scale (0–2)
tions and Conflict
Non-ID instruments
Behavior Problem Checklist (BPC; Quay & 77 items, 6 subscales: Conduct Disorder, Proxy Empirically developed
Peterson, 1975, 1983) Socialized Aggression, Attention Problem- 3-point scale (0–2)
Immaturity; Anxiety-Withdrawal, Psychotic
Behavior, Motor Excess
An additional set of 12 items do not load on
any factor but largely assess Social With-
drawal
Table 3 (continued)
Instrument Purpose/ Administration and scoring Framework
composition
ASEBA: Child Behavior Checklist (CBCL; 120 items, 8 syndrome subscales: Withdrawn, Youth self-report Empirically developed
Achenbach, 1991; Achenbach & Rescorla, Somatic Complaints, Anxious/Depressed, Proxy: Parent report and teacher report forms DSM-oriented scales (latest version)
2001) Social Problems, Thought Problems, Atten- 3-point scale (0–2)
tion Problems, Delinquent behavior, Aggres-
sive Behavior
2 broadband scales: Internalizing and Exter-
nalizing. A total problems score
The 2001 version includes in addition 6 DSM-
oriented subscales: Affective Problems,
Anxiety Problems, Somatic Problems,
Attention Deficit/Hyperactivity Problems,
Oppositional Defiant Problems, Conduct
problems
Strengths and Difficulties Questionnaire 25 items, 5 subscales: Youth self-report version Modified the Rutter Questionnaire. Empirically
(SDQ; Goodman, 1997, 1999) Conduct Problems, Emotional problems, Proxy: Parent and teacher versions developed
Hyperactivity/Inattention, Peer Relation- 3-point scale (0–2)
ships, Prosocial Behavior 4-point scale (0–3)
2 broadband scales: Internalizing and Exter-

nalizing
A total difficulties score
Extended version includes Impact Supple-
ment: 6 items
Parent/primary caregiver versions of the instruments, where they exist, are described as other versions of the instruments overlap to a very large extent
a
Edelbrock (1985)
b
Self-report version
13
145
In relation to participant samples, the vast majority adequate (i.e., 0.70–0.79) to good/excellent (≥ 0.80) (see
included mixed samples of people with ID with the excep- Table 1 and Method for more details). Evidence of interrater
tion of pure syndrome-specific samples in alphabetical reliability was found for all measures with the exception of
order: i) Down syndrome (Coe et al., 1999; Dieleman et al., the CBI and Reiss; however, with few exceptions (i.e., BPI-
2018; Esbensen et al., 2018; Jacola et al., 2014); ii) Fragile 01 and DBC), the evidence indicated inadequate agreement
X (Sansone et al., 2012), iii) Prader-Willi syndrome (van (i.e., < 0.60) in most instances. In terms of consistency over
Lieshout et al., 1998) and iiii) Williams syndrome (Braga time, although there was no evidence found (i.e., it was not
et al., 2018). The majority of the studies included samples, examined/reported) for the CBI, Reiss, and SDQ, all other
in which the major proportion were reported with up to measures were supported by adequate (i.e., 0.60-0.69) or
a moderate ID level, with the exception of a few studies good/excellent test–retest reliability (i.e., ≥ 0.70) with the
reporting a high proportion of likely more severe ID (Chad- exception of the BPC (i.e., inadequate reliability: ≤ 0.60).
wick et al., 2000; Hastings et al., 2001; Oliver et al., 2003). However, studies examining test–retest reliability were inad-
It should be noted, as shown in Table 2, that in general, very equate in terms of small sample sizes (N < 100), although
few studies reported formal IQ data and/or data concerning there were some exceptions (ASEBA: Dekker et al., 2002a,
participants’ adaptive function level. FSIQ was reported only b, c; Wallander et al., 2006); DBC: (Einfeld & Tonge,
with the ABC (two papers), ASEBA (five papers), and BPI- 1995)).
01/NCBRF (one paper each). In relation to sex, overall, the Regarding the validity of the measures, little evidence
papers reported on samples consisting of a higher proportion of criterion-related validity and content validity was found.
of boys, with the exception of five studies (ASEBA: Braga Most of the studies used clinician-rated diagnosis/caseness
et al., 2018; Jacola et al., 2014); BPI-01 (Mircea et al., 2010; as a criterion or examined meaningful/hypothesized group
Oubrahim & Combalbert, 2019); NCBRF: (Mircea et al., differences in subscale scores across diagnostic groups
2010)). Moreover, population-based samples were reported (ABC: (Rojahn & Helsel, 1991); ASEBA: (Douma et al.,
by six papers (ASEBA: (Wallander et al., 2006); DBC: 2006; Koskentausta et al., 2004); DBC: (Brereton et al.,
(Dekker et al., 2002a, b, c; Einfeld & Tonge, 1995; Taffe 2006; Clarke et al., 2003; Dekker et al., 2002a, b, c; Ein-
et al., 2007; Tonge et al., 1996); SDQ: (Emerson, 2005)), feld & Tonge, 1995; Hassiotis & Turk, 2012; Koskentausta
and special education/school samples were reported by 19 & Almqvist, 2004); NCBRF: (Norris & Lecavalier, 2011;
papers (ABC: Brown et al., 2002; Chadwick et al., 2000; Reiss & Valenti-Hein, 1994)). Regarding the SDQ, Emer-
Marshburn & Aman, 1992); ASEBA: (Dekker et al., 2002a, son (2005) reported correspondence between subscale scores
b, c; Douma et al., 2006; Wright, 2010); BPC: (Matson and diagnoses from a diagnostic interview (Development
et al., 1984; Wolf, 1981); BPI-01: (Rojahn et al., 2010); and Well-Being Assessment; (Goodman et al., 2000) that
CBI: (Dekker et al., 2002a, b, c; Oliver et al., 2003); DBC: had not been validated for persons with ID. We identified
(Hastings et al., 2001); NCBRF: (Norris & Lecavalier, 2011; more reports of criterion-related validity (i.e., clinician-rated
Rojahn et al., 2010; Tasse & Lecavalier, 2000); SDQ: (El- diagnosis/caseness/hypothesized group differences in sub-
Keshky & Emam, 2015; Haynes et al., 2013; Kaptein et al., scale scores across diagnostic groups) that were reported as
2008); WellSEQ: (Bostrom et al., 2016)). The remaining good/excellent (i.e., ≥ 0.35) for the DBC compared to the
papers reported on some form of community samples, spe- other measures, and no evidence on this aspect for the BPC,
cific syndrome samples (as noted above) or patient samples BPI-01, CBI, and WellSEQ (Table 4). Evidence of content
(Table 2). Regarding sample sizes, 30 papers reported a sam- validity was reported for most of the ID measures (CBI,
ple size of 100 participants or more, as shown in Table 2. DBC, NCBRF, Reiss, and WellSEQ) and for one non-ID
measure (SDQ).
Methodological Quality of MH Measures The majority of measures were supported by evidence of
construct validity in terms of correlations between instru-
The quality assessment of the psychometric properties in ments assessing similar constructs, with the exception of the
terms of reliability and validity of the MH measures as BPC and Reiss, where no evidence was found. Regarding
they appeared in the papers/studies indicated overall sum- the non-ID instruments, evidence of construct validity was
mary scores ranging from 0% (i.e., the relevant properties reported for the ASEBA and SDQ, where ID instruments
not reported; (Tasse & Lecavalier, 2000)) to 89% (i.e., the were the most commonly used benchmarks (in alphabetical
majority of the properties documented in large sample and order: ABC, BPI-01, DBC, NCBRF, and Psychopathology
found to be good/excellent properties; (Einfeld & Tonge, Instrument for Mentally Retarded Adults) (see Table 2).
1995)) (Table 4). Likewise, evidence of construct validity was reported for
All measures except the BPC and CBI were supported the ID instruments, where the other ID measures were most
by evidence regarding internal consistency, and in general, often used as benchmarks (in alphabetical order: ABC,
the internal consistency of the scales across instruments was BPI-01, DBC, and NCBRF) (Tables 2 and 4). In relation to
13
Table 4 Quality assessment of instruments
Instrument/study Internal consistency Test–retest reliability Interrater reliability Criterion validity
Content Construct validity Sum score/%
Max score: 6 Max score: 6 Max score: 6 Max score: 6 validity Max score: 9
Max score: 3
Sample Size of coeffic N size Size of coeffic N size Size of coeffic N size Size of coeffic Content validity N size Factor analysis Correlation
(N) size similar con-
structs
ABC-C
Brown et al. (2002) 3 3 0 0 0 0 0 0 0 3 2 0 11/31%
Chadwick et al. 0 0 0 0 1 2 0 0 0 1 0 2 6/17%
(2000)
Freund & Reiss, 2 3 1 3 1 1 0 0 0 2 3 0 16/44%
1991. Parent
Teacher 2 3 1 2 1 1 0 0 0 2 3 0 15/42%
Marshburn & 3 3 0 0 0 0 0 0 0 3 2 0 11/31%
Aman, 1992)
Rojahn & Helsel, 2 3 0 0 2 1 2 3 0 2 2 0 17/47%
1991)
Sansone et al. (2012) 0 0 0 0 0 0 0 0 0 3 1 0 4/11%

ABC Total Score 80
ASEBA
Borthwick-Duffy 0 0 0 0 0 0 0 0 0 1 2 0 3/8%
et al. (1997)
Braga et al. (2018) 0 0 0 0 0 0 0 0 0 1 0 3 4/11%
Dekker et al.
(2002a, b, c)
Parent 3 2 3 3 3 1 0 0 0 3 0 3 21/58%
Teacher 3 2 0 0 3 1 0 0 0 3 0 3 15/42%
Dieleman et al. 1 2 0 0 0 0 0 0 0 0 0 0 3/8%
(2018)
Douma et al. (2006) 3 2 0 0 3 1 3 2 0 3 0 1 18/50%
Esbensen et al. 1 2 0 0 1 1 0 0 0 1 0 1 7/19%
(2018)
Koskentausta et al. 0 0 0 0 0 0 1 1 0 1 0 3 6/17%
(2004)
Jacola et al. (2014) 0 0 0 0 0 0 0 0 0 1 0 2 3/8%
Masi et al. (2002) 0 0 0 0 0 0 0 0 0 1 0 2 3/8%
Van Lieshout et al. 1 2 0 0 0 0 0 0 0 0 0 0 3/8%
(1998)
Wallander et al. 3 3 3 3 0 0 0 0 0 0 0 0 12/33%
(2006)
13
147
Wright, 2010) 1 3 0 0 0 0 0 0 0 1 0 3 8/22%

Table 4 (continued)
148

13
Max score: 3
structs
ASEBA Total 106

BPC
Coe et al. (1999) 0 0 0 0 1 1 0 0 0 0 0 0 2/6%
Matson et al. (1984) 0 0 0 0 0 0 0 0 0 3 1 0 4/11%
Wolf, 1981) 0 0 1 1 1 1 0 0 0 0 0 0 4/11%
BPC Total 10
BPI-01
Baraldi et al. (2013) 1 2 0 0 0 0 0 0 0 1 0 2 6/17%
Mircea et al. (2010) 2 3 0 0 0 0 0 0 0 2 0 3 10/28%
Rojahn et al. (2010) 3 2 1 3 1 2 0 0 0 3 1 3 19/53%
Oubrahim & Com- 3 2 0 0 1 3 0 0 0 3 3 0 15/42%
balbe, 2019)
BPI-01 Total 50
CBI
Oliver et al. (2003) 0 0 0 0 0 0 0 0 3 1 0 2 6/17%
CBI Total 6
DBC
Brereton et al. 0 0 0 0 0 0 3 3 0 0 0 0 6/17%
(2006)
Clark et al. (2003) 0 0 0 0 0 0 1 2 0 0 0 0 3/8%
Dekker et al.
(2002b)
Parent 3 2 0 0 0 0 0 0 0 3 3 0 11/31%
Teacher 3 2 0 0 0 0 0 0 0 3 3 0 11/31%
Dekker et al.
(2002c)
Parent 3 2 1 2 1 3 3 3 0 3 0 3 24/67%
Teacher 3 2 1 3 1 3 3 3 0 3 0 3 25/69%
Einfeld & Tonge, 3 2 3 3 3 3 1 3 3 3 2 3 32/89%
1995)
Hassiotis & Turk, 0 0 0 0 0 0 1 2 0 0 0 0 3/8%
2012)
Table 4 (continued)
Max score: 3
structs
Hastings et al. 3 2 0 0 0 0 0 0 0 3 2 0 10/28%

(2001)
Koskentausta & 0 0 0 0 1 2 2 1 0 2 0 3 11/31%
Almqvist, 2004)
Tonge et al. (1996) 3 2 0 0 0 0 0 0 0 3 2 0 10/28%
Taffe et al. (2007) 0 0 0 0 0 0 3 3 0 0 0 0 6/17%
DBC Total 152
NCBRF
Aman et al. (1996)
Parent 3 3 0 0 2 1 0 0 3 3 3 3 21/58%
Teacher 3 3 0 0 2 1 0 0 3 3 3 0 18/58%
Mircea et al. (2010) 2 3 0 0 0 0 0 0 0 2 0 3 10/28%

Norris & Lecava- 3 3 0 0 0 0 1 2 0 3 2 2 16/44%
lier, 2011)
Rojahn et al. (2010) 3 2 1 3 1 2 0 0 0 3 1 3 19/53%
Tasse et al. (1996) 0 0 0 0 2 1 0 0 0 0 0 0 3/8%
Parent
Teacher 0 0 0 0 2 1 0 0 0 0 0 0 3/8%
Tasse & Lecavalier, 0 0 0 0 0 0 0 0 0 0 0 0 0/0%
2000)
NCBRF Total 90
Reiss Scales
Reiss & Valentin- 3 2 0 0 0 0 1 1 3 3 3 0 16/44%
Hein, 1994)
Reiss Total 16
SDQ
El-Keshky & 3 2 0 0 0 0 0 0 0 3 2 0 10/28%
Emam, 2015)
Embregts et al. 1 2 0 0 0 0 0 0 0 0 0 0 3/8%
(2010)
Parent
Teacher 1 2 0 0 0 0 0 0 0 0 0 0 3/8%
Self-report 1 1 0 0 0 0 0 0 0 0 0 0 2/6%
13
149
Table 4 (continued)
150

13
Max score: 3
structs
Emerson, 2005) 1 1 0 0 1 1 1 1 0 0 0 0 6/17%

Haynes et al. (2013) 2 1 0 0 0 0 0 0 1 2 1 0 7/19%
Kaptein et al. 3 2 0 0 0 0 3 3 0 0 0 0 11/31%
(2008)
Murray et al. (2020) 0 0 0 0 0 0 0 0 0 3 0 2 5/14%
Rice et al. (2018) 0 0 0 0 0 0 0 0 0 1 0 2 3/8%
SDQ Total 50
WellSEQ
Bostrom et al. 2 2 1 2 1 1 0 0 3 1 0 2 15/42%
(2016)
WellSEQ Total 15
Quality sum score (possible range 0–36)

ABC Aberrant Behavior Checklist, ASEBA Achenbach System of Empirically Based Assessment, BPC Behavior Problem Checklist, BPI-01 Behavior Problem Inventory, CBI Challenging
Behavior Interview, DBC Developmental Behavior Checklist, NCBRF Nisonger Child Behavior Rating Form, Reiss Reiss Scales for Children's Dual Diagnosis, SDQ Strength and Difficulties
Questionnaire, WellSEQ Well-being in Special Education Questionnaire
a
Dekker et al. (2002b)
b
Dekker et al. (2002c)
sample sizes and reported evidence of construct validity, the Based on the EFPA review model (see Method), all
NCBRF was examined in the most studies that were large studies examining each individual measurement tool were
enough (N > 200 in four studies), followed by the BPI-01 then included in the overall assessment of each measure
and DBC (both had N > 200 in two studies and N = 100–200 (Table 5), allowing us to establish the weight of evidence
in one study), ASEBA (N > 200 in two studies), and SDQ for each measure.
(N > 200 in one study). Moreover, papers/studies examining As seen in Table 5, the DBC was the only measure with
the CBI and WellSEQ both reported evidence of construct at least two aspects of reliability (i.e., test–retest and inter-
validity using inadequate sample sizes (N < 100). rater) assessed as good/excellent by two studies, in addi-
Exploratory factor analysis (EFA) was used with all tion to all validity aspects assessed with evidence of good/
measures except the CBI and WellSEQ, and these studies excellent with more than one supporting study in relation
most often used principal component analysis (Table 2). to criterion and construct validity (convergent validity).
The measure that had the factor structure (FS) examined The ABC, NCBRF and BPI-01 had two or more aspects
in the most papers/studies was the ABC (five studies), fol- of reliability and validity assessed as good/excellent, but at
lowed by the DBC (four studies), NCBRF (three studies), least two aspects of reliability and validity, each in the good/
BPI-01 (two studies), and ASEBA/BPC/Reiss (all one study excellent range, were not confirmed by a supporting study.
each). In regard to the ABC, all studies except one reported The non-ID measure ASEBA had two aspects of reliability
adequate to good/excellent FS (Tables 2 and 4). In addi- assessed as good/excellent, as reported by two studies, but
tion, Sansone et al. (2012) reported an inadequate FS in only convergent validity was reported as good/excellent by
a syndrome-specific sample (Fragile X) and suggested an supporting studies, and no other validity aspect was assessed
alternative FS, with one factor unchanged (inappropriate in the good/excellent range. The remaining four measures
speech), four modified (irritability, hyperactivity, lethality/ (Reiss, CBI, SDQ, WellSEQ) had no aspects of reliability
withdrawal, and stereotypy), and a new social avoidance fac- assessed as good/excellent with supporting studies, although
tor. Borthwick-Duffy et al. (1997) reported an adequate FS the Reiss had two aspects of validity assessed as good/excel-
for ASEBA–CBCL only for the broadband internalizing and lent with no supporting study, and comparably, the CBI/
externalizing factors, although the analysis was based on an SDQ/WellSEQ had one aspect of validity assessed as good/
inadequate sample size (N < 100). An inadequate FS was excellent. The BPC had no aspect of reliability or validity
also reported for the BPC in a large study (Matson et al., assessed as good/excellent or adequate.
1984). The FS of the BPI-01 using confirmatory FA (CFA) Furthermore, the average psychometric quality, based
was found to be good/excellent in one large study in a spe- on the sum score (maximum possible quality score = 35;
cialized ID institution in France and inadequate in a large Table 4) for each measurement tool as they were scored
special education sample in the US (Table 4). In regard to during the quality assessment of the studies, indicated rela-
the DBC, all studies were large; most studies reported an tively large differences. In general, quality for the ID meas-
adequate FS, and one reported a good/excellent FS, all by ures (M = 12.03, SD = 7.30) was better than for the non-ID
means of EFA (Table 4). Regarding the NCBRF, good/excel- measures (M = 6.64, SD = 5.16) (Table 5). Moreover, the
lent FS was reported in one large study among outpatients average psychometric quality (Table 5) based on the quality
using EFA, adequate FS in a large CFA study among spe- assessment sum score was quite similar among the different
cial education students/outpatients, and inadequate FS in ID measures, although the number of studies reporting psy-
another large CFA study among special education students chometric properties for each measure greatly varied (e.g.,
(Table 4). The only study that examined the Reiss was large DBC in 10 papers versus WellSEQ in 1 paper). Therefore,
and reported a good/excellent FS (Reiss & Valenti-Hein, when examining, for instance, the ID measures Reiss and
1994). The FS of the SDQ in terms of the broader internal- WellSEQ with a relatively high average psychometric qual-
izing and externalizing subscales (alongside the fifth proso- ity score, it is important to be aware that the documentation
cial subscale) was found to be adequate in one large study was very limited, as shown in the associated standard devia-
among students from Saudi Arabia and Oman using CFA tion values in Table 5.
(El-Keshky & Emam, 2015) and inadequate in a smaller
sample (N = 128) of students from Australia examining the
original five-factor structure (Table 4). Discussion
In relation to self-report, the ASEBA–YSR and WellSEQ
were the only measures with evidence of reported adequate Careful assessment of MH is recommended among all peo-
aspects of reliability and an adequate aspect of validity (see ple with ID due to the high vulnerability of this popula-
Table 4). However, the evidence was not confirmed by sup- tion for developing MH disorders. Our systematic review
porting studies. on the measurement properties of general MH instruments
used with children and adolescents with ID identified
13
Table 5 Summary of overall quality of the psychometric properties of each assessment

Assessment Reliability Validity Overall quality
assessment
score
Internal Test–Retest Inter-Rater Criterion Content Construct M (SD)
consistency
Factor structure Convergent
ABC GE (4) GE (1) A (1) GE (1) NR GE (1) A (1) 11.43 (4.99)

IA (2) A (3)
IA (1)
ASEBA GE (2) GE (2) IA (3) A (1) NR A (1) GE (4) 8.15 (6.32)
A (5) IA (1) A (2)
IA (2)
BPC NR IA (1) IA (2) NR NR IA (1) NR 3.33 (1.15)
BPI-01 GE (1) GE (1) GE (1) NR NR GE (1) GE (2) 12.50 (5.69)
A (3) A (1) IA (1) A (1)
CBI NR NR NR NR GE (1) NR A (1) 6 (–)
DBC A (5) GE (2) GE (2) GE (4) GE (1) GE (1) GE (3) 12.67 (9.31)
A (1) A (2) A (3)
IA (1)
NCBRF GE (3) GE (1) A (1) A (1) GE (1) GE (1) GE (3) 11.25 (8.35)
A (1) IA (2) A (1) A(1)
IA (1)
Reiss A (1) NR NR IA (1) GE (1) GE (1) NR 16 (–)
SDQ A (3) NR IA (1) GE (1) IA (1) A (1) A (2) 5.56 (3.24)
IA (3) IA (1) IA (1)
WellSEQ A (1) A (1) IA (1) NR GE (1) NR A (1) 15 (–)
Numbers in parentheses indicate the number of studies that reported on a given psychometric property.
A adequate, GE good–excellent, IA inadequate, NR not reported, ABC Aberrant Behavior Checklist, ASEBA Achenbach System of Empirically
Based Assessment, BPC Behavior Problem Checklist, BPI-01 Behavior Problem Inventory, CBI Challenging Behavior Interview, DBC Devel-
opmental Behavior Checklist, NCBRF Nisonger Child Behavior Rating Form, Reiss Reiss Scales for Children's Dual Diagnosis, SDQ Strength
and Difficulties Questionnaire, WellSEQ Well-being in Special Education Questionnaire
documentation for ten instruments. The instruments can refined through empirical results and most often from prin-
be divided into two main groups: instruments specifically cipal component analysis.
developed or adapted for the ID population (ID instruments: The main finding from the present systematic review was
Aberrant Behavior Checklist [ABC], Behavior Problems consistently better documentation of reliability and valid-
Inventory [BPI-01], Challenging Behavior Inventory [CBI], ity in terms of higher overall average quality assessment
Developmental Behavior Checklist [DBC], Nisonger Child (sum) scores for the ID instruments than for the non-ID
Behavior Rating Form [NCBRF], Reiss Scales for Children’s instruments. Overall, there were comparable average qual-
Dual Diagnosis [Reiss], and Well-Being in Special Educa- ity assessment sum scores among the different ID instru-
tion Questionnaire [WellSEQ]) and instruments developed ments in situations where we identified measures with the
for the general child population (non-ID instruments: Achen- most papers reporting psychometric properties (i.e., ABC,
bach System of Empirically Based Assessment [ASEBA], BPI-01, DBC, and NCBRF). For the ID instruments CBI,
Behavior Problem Checklist [BPC educational setting], Reiss, and WellSEQ, the findings were more limited due to
and Strengths and Difficulties Questionnaire [SDQ]). All very little documentation (i.e., one paper each reporting psy-
identified instruments were screening measures to be used chometric properties). Regarding the non-ID instruments,
in an initial assessment of MH problems. Of the identified the ASEBA gained a higher overall quality score than the
instruments, only the ASEBA had DSM-oriented subscales. other non-ID instruments (i.e., BPC and SDQ). Neverthe-
The other instruments, including the additional ASEBA less, the average overall quality score for the ASEBA was
subscales, were based on specific descriptors of children’s lower than that for the ID instruments ABC, BPI-01, DBC,
functioning (e.g., from a literature review, case files, expert and NCBRF.
consultations, or other existing measures), which were then When examining the overall assessment of each measure
in more detail, the DBC was the only measure with most
13
aspects of reliability (test–retest and interrater) and all measures completed by parents/caregivers, teachers and
aspects of validity (criterion, content, factor structure, and (health) care staff. We identified three self-report measures
convergent validity) assessed as good/excellent, with more (i.e., the ASEBA, SDQ, and WellSEQ), in which the non-
than one supporting study for at least two aspects of reliabil- ID measure ASEBA–YSR and the ID measure WellSEQ
ity and validity. The other ID instruments, the ABC, BPI-01, reported very limited data indicating adequate reliability
and NCBRF, had several aspects of reliability and validity and validity mainly in samples with mild ID (Bostrom et al.,
assessed as good/excellent but fewer supporting studies than 2016; Douma et al., 2006). However, the evidence was not
the DBC. Regarding the non-ID instruments, the ASEBA confirmed by supporting studies. Further development and
had two aspects of reliability (internal consistency and refinement of the usage of self-reporting, if possible, will
test–retest) assessed as good/excellent by two studies, how- be an important development area for the field. The use of
ever, with the exception of convergent validity, other valid- multiple informants, including the youths themselves, is
ity aspects were not assessed as good/excellent. There was recommended, as individuals who have difficulties convey-
less evidence for SDQ suitability in terms of reliability and ing information on symptoms verbally may display these
validity compared to ASEBA suitability. Based on the docu- in varying ways, and no single informant is likely to have a
mentation identified for the BPC (i.e., no aspects assessed as complete overview of another person’s life (Stratis & Lecav-
good/excellent or adequate), we would not recommend the alier, 2015). The heterogeneity of ID suggests that a single
continued use of this instrument in its current form for this measure able to identify MH problems across the ID popula-
population, and this is probably reflected by the most recent tion is unlikely to be constructed in the near future, thereby
identified study using the BPC being 22 years old (Coe et al., underscoring the importance of individualized, multimodal
1999). Regarding documentation of construct validity, in and multi-informant approaches to assessment (Halvorsen
terms of correlations between instruments measuring similar et al., 2022). MH assessment is recommended by the use of
constructs (convergent validity), most of the studies using standardized measures where the clinician also considers the
non-ID measures (e.g., the ASEBA) used ID instruments as strengths and weaknesses of the instrument, which has been
benchmarks. Moreover, documentation of construct validity the focus of the current systematic review.
in terms of factor structure was limited for both the non-ID Our findings should be interpreted in the context of the
measures ASEBA and SDQ, and these analyses favored the strengths and limitations of the study. To our knowledge,
use of the broadband scales (i.e., internalizing and external- this review is the first recent systematic review to examine
izing scales) over the more specific subscales. the psychometric properties of measurement tools used to
It is important to emphasize that the vast majority of stud- assess general MH problems in children and adolescents
ies reporting psychometric properties in the present system- across the whole ID spectrum. We did not limit the review
atic review involved samples primarily consisting of chil- to ID instruments only, as the field (clinic and research
dren and adolescents with a borderline to moderate ID level. community) is characterized by the use of ID and non-ID
This finding is consistent with the findings from a relatively instruments. We limited the review to studies using mainly
recent systematic review among people of all age groups children/adolescent samples and did not include findings
with severe or profound ID, which found no eligible studies from studies that used mixed-age samples that also included
(i.e., at least 70% of the sample within a severe/profound adults above 25 years of age. We chose to do so because a
ID level) reporting psychometric properties of measures for mixed age range than includes adults can provide findings
children and adolescents (Flynn et al., 2017). Whether the that are not necessarily transferable to children. Addition-
various instruments are suitable for children and adolescents ally, studies that reported only prevalence rates (or instru-
with severe and profound ID is therefore largely unknown ment mean scores of MH problems/disorders) in children
and should be investigated in future studies. Furthermore, and adolescents with ID were not eligible because they did
regarding the ID status of the participants, the majority of not report psychometric properties. We did not evaluate the
the studies in the present systematic review used an admin- measure's norms as norming data for the measures was only
istrative operationalization of ID status (e.g., school place- reported by two of the studies (ABC: Marshburn & Aman,
ment). Accordingly, with few exceptions, a formal IQ assess- 1992; NCBRF; Tasse et al., 1996), and norms for measures
ment or adaptive assessment was not conducted or reported. published in manuals through publishers were not included.
An implication of this is that the ID concept/condition was Another limitation of the study was that we did not calculate
loosely defined; therefore, we cannot rule out that the studies inter-rater reliability for the full-text review and data extrac-
included children and adolescents who would not qualify for tion. We did however calculate inter-rater reliability for the
a formal ID diagnosis. quality assessment for 20 randomly chosen studies reporting
The perspective of the child or adolescent in terms of self- psychometric properties, and these assessments showed an
report measures was very limited, as identified in the present excellent degree of correspondence (r = 0.92) for the sum
review. The vast majority of studies used informant-based scores. Finally, the vast majority of the identified measures
13
had one or more studies that reported psychometric proper- with a borderline to moderate level of ID. Our findings
ties for the non-English versions. It is important for future support the use of standardized ID instruments as the first
studies to establish linguistic equivalence and to determine choice in an initial assessment. Very few self-report meas-
consistency of the measure’s psychometric properties. ures have been developed for children and adolescents with
ID, and very few studies have examined their suitability.
How to integrate the youths’ perspectives in assessing MH
Conclusion problems is an important focus area in the future.
This systematic review contributes to the field of MH assess-

ment among children and adolescents with ID by examin- Appendix I PRISMA 2020 Checklist
ing the psychometric properties of measurement tools used
to assess general MH problems in children and adolescents
13
Appendix II Search strategies # Searches
1 intellectual development disorder/or anencephaly/or crying

Date of search: 21st of February 2020 cat syndrome/or down's syndrome/or adaptive behavior/or
Date of updated search 13th of March 2021. The search cognitive impairment/or fetal alcohol syndrome/or fragile x
was for the outcome measures included from the 2020 syndrome/or prader willi syndrome/or rett syndrome/or savants/
search, in Ovid databases limited to publication date since or williams syndrome/or developmental disabilities/or specific
language impairment/or learning disorders/or exp learning
the first search. disabilities/
Searches for ongoing and unpublished trials 16th of May 2 ((intellectual* or mental* or developmental* or learning* or
2021 cognit*) adj3 (disab* or impair* or handicap* or disorder* or
Information specialist: Brynhildur Axelsdottir baxelsdot- subnormal* or deficien* or difficult*)).ti,ab
[email protected] 3 (retard* or rett* or prader willi or fragile X or Crying cat or cri
Total number of hits from all databases: 31.842 du chat or savants or William* syndrome* or (down* adj2
syndrome*)).ti,ab
Additional records identified through other sources: 6
4 1 or 2 or 3
Total number of hits after removing duplicates: 20.850
5 mental disorders/or child psychopathology/or adolescent psy-
PsycINFO < 1967 to February Week 2 2020 > (Ovid chopathology/or dual diagnosis/or comorbidity/or exp behavior
interface) problems/or behavior disorders/or conduct disorder/or exp
disruptive behavior disorders/or emotional disturbances/
6 ((mental* or emotional* or psych*) adj2 (disorder* or distur-
bance* or ill* or well-being or health* or disease* or abnor-
mal* or patholog* or problem* or condition*)).ti,ab
13
# Searches # Searches
7 ((behavi* or conduct* or anger) adj3 (problem* or disorder*)). 6 ((mental* or emotional* or
ti,ab psych*) adj2 (disorder* or dis-
8 5 or 6 or 7 turbance* or ill* or well-being
or health* or disease* or abnor-
9 (childhood birth 12 yrs or adolescence 13 17 yrs).ag
mal* or patholog* or problem*
10 (child* or kid or kids* or minors* or juvenil* or adoles* or or condition*)).ti,ab
youth* or youngster* or teen* or preteen* or boy or boys* or
7 ((behavi* or conduct* or anger)
girl* or pediatr* or paediatr*).ti,ab,id
adj3 (problem* or disorder*)).
11 9 or 10 ti,ab
12 4 and 8 and 11 8 5 or 6 or 7
13 measurement/or exp psychometrics/or psychological assessment/ 9 exp Child/or exp Adolescent/or
or behavioral assessment/or cognitive assessment/or "commu- Minors/or exp Pediatrics/
nication and language measures"/or "mental health and illness
10 (child* or kid or kids* or minors*
assessment"/or psychosocial assessment/or structured clinical
or juvenil* or adoles* or youth*
interview/
or youngster* or teen* or pre-
14 (psychometric* or instrument* or inventor* or self-report* or teen* or boy or boys* or girl* or
validat* or validity or reliab* or norm or norms or (measure- pediatr* or paediatr*).ti,ab,id
ment* adj tool*)).ti,ab
11 9 or 10
15 13 or 14
12 4 and 8 and 11
16 4 and 8 and 12
13 exp Psychiatric Status Rating
17 15 and 16 Scales/or psychological tests/or
18 limit 17 to yr = "1980 -Current" behavior rating scale/or psycho-
metrics/
Ovid MEDLINE(R) and Epub Ahead of Print, In- 14 (psychometric* or instrument*
or inventor* or self-report* or
Process & Other Non-Indexed Citations, Daily and
validat* or validity or reliab*
Versions(R) < 1946 to February 19, 2020 > (Ovid interface) or norm or norms or (measure-
# Searches 15 13 or 14
1 intellectual disability/or cri-du- 16 12 and 15
chat syndrome/or de lange 17 limit 16 to yr = "1980 -Current"
syndrome/or down syndrome/
or mental retardation, x-linked/ Embase < 1980 to 2020 Week 07 > (Ovid interface)
or prader-willi syndrome/or
rubinstein-taybi syndrome/or
trisomy 13 syndrome/or wagr # Searches
syndrome/or williams syndrome/
1 mental deficiency/or mental retar-
or Developmental Disabilities/
dation malformation syndrome/
or exp Learning Disabilities/or
or down syndrome/or de lange
Specific Language Disorder/
syndrome/or fragile x syndrome/
2 ((intellectual* or mental* or or prader willi syndrome/or
developmental* or learning* or williams beuren syndrome/
cognit*) adj3 (disab* or impair* or x linked mental retardation/
or handicap* or disorder* or or wagr syndrome/or cat cry
subnormal* or deficien* or dif- syndrome/or developmental
ficult*)).ti,ab disorder/or learning disorder/or
3 (retard* or rett* or prader willi language disability/
or fragile X or Crying cat or cri 2 ((intellectual* or mental* or
du chat or savants or William* developmental* or learning* or
syndrome* or (down* adj2 cognit*) adj3 (disab* or impair*
syndrome*)).ti,ab or handicap* or disorder* or
4 1 or 2 or 3 subnormal* or deficien* or dif-
5 Mental disorders/or "disruptive, ficult*)).ti,ab
impulse control, and conduct 3 (retard* or rett* or prader willi
disorders"/or Child Behavior or fragile X or Crying cat or cri
Disorders/or "Diagnosis, Dual du chat or savants or William*
(Psychiatry)"/or Problem Behav- syndrome* or (down* adj2
ior/or "attention deficit and syndrome*)).ti,ab
disruptive behavior disorders"/ 4 1 or 2 or 3
13
# Searches # Searches
5 mental disease/or comorbidity/or 4 ((mental* or emotional* or
behavior disorder/or disruptive psych*) adj2 (disorder* or dis-
behavior/or problem behavior/ turbance* or ill* or well-being
or conduct disorder/or emotional or health* or disease* or abnor-
disorder/ mal* or patholog* or problem*
6 ((mental* or emotional* or or condition*)).ti,ab
psych*) adj2 (disorder* or dis- 5 ((behavi* or conduct* or anger)
turbance* or ill* or well-being adj3 (problem* or disorder*)).
or health* or disease* or abnor- ti,ab
mal* or patholog* or problem* 6 4 or 5
or condition*)).ti,ab
7 ((behavi* or conduct* or anger) or juvenil* or adoles* or youth*
adj3 (problem* or disorder*)). or youngster* or teen* or pre-
ti,ab teen* or boy or boys* or girl* or
8 5 or 6 or 7 pediatr* or paediatr*).ti,ab
9 exp child/or exp adolescent/or exp 8 3 and 6 and 7
adolescence/or exp childhood/or
exp pediatrics/
CINAHL EBSCO
or juvenil* or adoles* or
youth* or youngster* or teen* S1 (MH "De Lange Syndrome") OR
or preteen* or boy or boys* or (MH "Cri-Du-Chat Syndrome")
girl* or pediatr* or paediatr*). OR (MH "Down Syndrome")
ti,ab,kw,hw,jx OR (MH "Intellectual Dis-
ability + ") OR (MH "Williams
11 9 or 10
Syndrome") OR (MH "WAGR
12 4 and 8 and 11 Syndrome") OR (MH "Prader-
13 psychologic assessment/or Willi Syndrome")
psychologic test/or mental test/ S2 (MH "Developmental Disabili-
or psychological interview/ ties")
or psychological rating scale/
S3 (MH "Learning Disorders + ")
or psychometry/or structured
interview/ S4 TI ((intellectual* or mental* or
developmental* or learning* or
14 (psychometric* or instrument*
cognit*) N3 (disab* or impair*
or handicap* or disorder* or
subnormal* or deficien* or dif-
or norm or norms or (measure-
ficult*)) OR AB ((intellectual*
or mental* or developmental*
15 13 or 14 or learning* or cognit*) N3
16 12 and 15 (disab* or impair* or handicap*
or disorder* or subnormal* or
deficien* or difficult*))
Health and Psychosocial Instruments < 1985 to January
S5 TI (retard* or rett* or prader willi
2020 > (Ovid interface) or fragile X or Crying cat or cri
du chat or savants or William*
# Searches syndrome* or (down* N2
syndrome*)) OR AB (retard* or
1 ((intellectual* or mental* or rett* or prader willi or fragile X
developmental* or learning* or or Crying cat or cri du chat or
cognit*) adj3 (disab* or impair* savants or William* syndrome*
or handicap* or disorder* or or (down* N2 syndrome*))
subnormal* or deficien* or dif-
ficult*)).ti,ab S6 S1 OR S2 OR S3 OR S4 OR S5
2 (retard* or rett* or prader willi S7 (MH "Mental Disorders")
or fragile X or Crying cat or cri S8 (MH "Diagnosis, Dual (Psychia-
du chat or savants or William* try)")
syndrome* or (down* adj2 S9 (MH "Child Behavior Disorders")
syndrome*)).ti,ab S10 (MH "Disruptive Behavior")
3 1 or 2
13
S11 TI ((mental* or emotional* S4 DE "Down Syndrome"

or psych*) N2 (disorder* or S5 TI ((intellectual* or mental* or
disturbance* or ill* or well- developmental* or learning* or
being or health* or disease* cognit*) N3 (disab* or impair*
or abnormal* or patholog* or or handicap* or disorder* or
problem* or condition*)) OR subnormal* or deficien* or dif-
AB ((mental* or emotional* or ficult*)) OR AB ((intellectual*
psych*) N2 (disorder* or distur- or mental* or developmental*
bance* or ill* or well-being or or learning* or cognit*) N3
health* or disease* or abnor- (disab* or impair* or handicap*
mal* or patholog* or problem* or disorder* or subnormal* or
or condition*)) deficien* or difficult*))
S12 TI ((behavi* or conduct* or anger) S6 TI (retard* or rett* or prader willi
N3 (problem* or disorder*)) or fragile X or Crying cat or cri
OR AB ((behavi* or conduct* du chat or savants or William*
or anger) N3 (problem* or syndrome* or (down* N2
disorder*)) syndrome*)) OR AB (retard* or
S13 S7 OR S8 OR S9 OR S10 OR S11 rett* or prader willi or fragile X
OR S12 or Crying cat or cri du chat or
S14 (MH "Adolescence + ") OR (MH savants or William* syndrome*
"Child") OR (MH "Minors or (down* N2 syndrome*))
(Legal)") S7 S1 OR S2 OR S3 OR S4 OR S5
S15 (MH "Pediatrics") OR S6
S16 TI (child* or kid or kids* or S8 DE "Mental Disorders"
minors* or juvenil* or adoles* S9 DE "Comorbidity"
or youth* or youngster* or teen* S10 DE "Multiple Disabilities"
or preteen* or boy or boys*
S11 DE "Behavior Disorders"
or girl* or pediatr* or paedi-
atr*) OR AB (child* or kid or S12 TI ((mental* or emotional*
kids* or minors* or juvenil* or or psych*) N2 (disorder* or
adoles* or youth* or youngster* disturbance* or ill* or well-
or teen* or preteen* or boy or being or health* or disease*
boys* or girl* or pediatr* or or abnormal* or patholog* or
paediatr*) problem* or condition*)) OR
AB ((mental* or emotional* or
S17 S14 OR S15 OR S16
psych*) N2 (disorder* or distur-
S18 S6 AND S13 AND S17 bance* or ill* or well-being or
S19 (MH "Psychometrics") OR (MH health* or disease* or abnor-
"Psychological Tests + ") mal* or patholog* or problem*
S20 (MH "Measurement Issues and or condition*))
Assessments") S13 TI ((behavi* or conduct* or anger)
S21 (MH "Structured Interview") N3 (problem* or disorder*))
OR AB ((behavi* or conduct*
S22 TI (psychometric* or instrument*
or anger) N3 (problem* or
disorder*))
or norm or norms or (meas- S14 S8 OR S9 OR S10 OR S11 OR
urement* N tool*)) OR AB S12 OR S13
(psychometric* or instrument* S15 DE "Adolescents" OR DE "Early
or inventor* or self-report* or Adolescents" OR DE "Late
validat* or validity or reliab* Adolescents"
or norm or norms or (measure- S16 DE "Children" OR DE "Pre-
ment* N tool*)) adolescents" OR DE "Young
S23 S19 OR S20 OR S21 OR S22 Children"
S24 S18 AND S23 S17 DE "Youth" OR DE "Disadvan-
S25 S18 AND S23 taged Youth"
S18 DE "Pediatrics"
ERIC EBSCO
S1 DE "Intellectual Disability"
S2 DE "Developmental Disabilities"
S3 DE "Learning Disabilities"
13
S19 TI (child* or kid or kids* or Updated search 13th of March 2021

minors* or juvenil* or adoles* APA PsycInfo < 2002 to March Week 1 2021 >
or youth* or youngster* or teen*
or preteen* or boy or boys* # Searches
or girl* or pediatr* or paedi-
atr*) OR AB (child* or kid or 1 (nisonger* or aberrant* or
kids* or minors* or juvenil* or reiss or overt or devereux or
adoles* or youth* or youngster* ((develop* or child*) adj behav*
or teen* or preteen* or boy or adj checklist*) or (strength*
boys* or girl* or pediatr* or adj2 difficult* adj question*)
paediatr*) or (well-being adj2 special*)
S20 S15 OR S16 OR S17 OR S18 or (disabilit* adj assessment*)
OR S19 or (challeng* adj behav* adj
S21 S7 AND S14 AND S20 interview)).ti,ab
S22 DE "Psychological Testing" 2 (dbc* or cbcl* or sdq*).ti,ab
S23 DE "Psychometrics" 3 1 or 2
S24 DE "Structured Interviews" 4 intellectual development disorder/
or anencephaly/or crying cat
S25 DE "Measures (Individuals)"
syndrome/or down's syndrome/
S26 DE "Behavior Rating Scales" or adaptive behavior/or cogni-
S27 TI (psychometric* or instrument* tive impairment/or fetal alcohol
or inventor* or self-report* or syndrome/or fragile x syndrome/
validat* or validity or reliab* or prader willi syndrome/or rett
or norm or norms or (meas- syndrome/or savants/or williams
urement* N tool*)) OR AB syndrome/or developmental
(psychometric* or instrument* disabilities/or specific language
or inventor* or self-report* or impairment/or learning disor-
validat* or validity or reliab* ders/or exp learning disabilities/
or norm or norms or (measure- 5 ((intellectual* or mental* or
ment* N tool*)) developmental* or learning* or
S28 S22 OR S23 OR S24 OR S25 OR cognit*) adj3 (disab* or impair*
S26 OR S27 or handicap* or disorder* or
S29 S21 AND S28 subnormal* or deficien* or dif-
ficult*)).ti,ab
6 (retard* or rett* or prader willi
Web of Science Ebsco
or fragile X or Crying cat or cri
# 1 TS = ((intellectual* or mental* or developmental* or du chat or savants or William*
learning* or cognit*) NEAR/3 (disab* or impair* or handi- syndrome* or (down* adj2
cap* or disorder* or subnormal* or deficien* or difficult*)) syndrome*)).ti,ab
147,112 7 4 or 5 or 6
# 2 TS = (retard* or rett* or prader willi or fragile X or 8 (childhood birth 12 yrs or adoles-
cence 13 17 yrs).ag
Crying cat or cri du chat or savants or William* syndrome*
or (down* NEAR/2 syndrome*)) 30,022 or juvenil* or adoles* or youth*
# 3 #2 OR #1167,234 or youngster* or teen* or pre-
# 4 TS = ((mental* or emotional* or psych*) NEAR/2 teen* or boy or boys* or girl* or
(disorder* or disturbance* or ill* or well-being or health* pediatr* or paediatr*).ti,ab,id
or disease* or abnormal* or patholog* or problem* or 10 8 or 9
condition*))319,377 11 7 and 10
# 5 TS = ((behavi* or conduct* or anger) NEAR/3 (prob- 12 3 and 11
lem* or disorder*))58,355 13 (202,002* or 202,003* or
202,004* or 202,005* or
# 6 #5 OR #4356,855 202,006*or 202,007*or
# 7 TS = (child* or kid or kids* or minors* or juvenil* or 202,008* or 202,009* or
adoles* or youth* or youngster* or teen* or preteen* or boy 202,010* or 202,011* or
or boys* or girl* or pediatr* or paediatr*)814,572 202,012* or 202,101* or
202,102* or 202,103*).up
# 8 TS = (psychometric* or instrument* or inventor* or
14 12 and 13
self-report* or validat* or validity or reliab* or norm or
norms or (measurement* NEAR tool*))659,485
# 9 #8 AND #7 AND #6 AND #35,435
Indexes = SSCI, A&HCI Timespan = 1980–2020
13
Ovid MEDLINE(R) and Epub Ahead of Print, In-Pro- # Searches

cess, In-Data-Review & Other Non-Indexed Citations and
4 mental deficiency/or mental
Daily < 2017 to March 09, 2021 > retardation malformation syn-
drome/or down syndrome/or
# Searches de lange syndrome/or fragile
x syndrome/or prader willi
1 (nisonger* or aberrant* or reiss or overt or devereux or syndrome/or williams beuren
((develop* or child*) adj behav* adj checklist*) or (strength* syndrome/or x linked mental
adj2 difficult* adj question*) or (well-being adj2 special*) retardation/or wagr syn-
or (disabilit* adj assessment*) or (challeng* adj behav* adj drome/or cat cry syndrome/
interview)).ti,ab or developmental disorder/or
2 (dbc* or cbcl* or sdq*).ti,ab learning disorder/or language
3 1 or 2 disability/
4 intellectual disability/or cri-du-chat syndrome/or de lange 5 ((intellectual* or mental* or
syndrome/or down syndrome/or mental retardation, x-linked/ developmental* or learn-
or prader-willi syndrome/or rubinstein-taybi syndrome/or ing* or cognit*) adj3 (disab*
trisomy 13 syndrome/or wagr syndrome/or williams syndrome/ or impair* or handicap* or
or Developmental Disabilities/or exp Learning Disabilities/or disorder* or subnormal* or
Specific Language Disorder/ deficien* or difficult*)).ti,ab
5 ((intellectual* or mental* or developmental* or learning* or 6 (retard* or rett* or prader willi
cognit*) adj3 (disab* or impair* or handicap* or disorder* or or fragile X or Crying cat or
subnormal* or deficien* or difficult*)).ti,ab cri du chat or savants or Wil-
liam* syndrome* or (down*
6 (retard* or rett* or prader willi or fragile X or Crying cat or cri
adj2 syndrome*)).ti,ab
du chat or savants or William* syndrome* or (down* adj2
syndrome*)).ti,ab 7 4 or 5 or 6
7 4 or 5 or 6 8 exp child/or exp adolescent/or
exp adolescence/or exp child-
8 exp Child/or exp Adolescent/or Minors/or exp Pediatrics/
hood/or exp pediatrics/
9 (child* or kid or kids* or minors* or juvenil* or adoles* or
9 (child* or kid or kids* or
youth* or youngster* or teen* or preteen* or boy or boys* or
minors* or juvenil* or
girl* or pediatr* or paediatr*).ti,ab,id
adoles* or youth* or young-
10 8 or 9 ster* or teen* or preteen*
11 7 and 10 or boy or boys* or girl*
12 3 and 11 or pediatr* or paediatr*).
ti,ab,kw,hw,jx
13 (2020 feb or 2020 mar or 2020 apr or 2020 may or 2020 jun or
2020 jul or 2020 aug or 2020 sep or 2020 oct or 2020 nov or 10 8 or 9
2020 dec or 2021 jan or 2021 feb or 2021 mar).dp 11 7 and 10
14 (202,002* or 202,003* or 202,004* or 202,005* or 202,006*or 12 3 and 11
202,007*or 202,008* or 202,009* or 202,010* or 202,011* or 13 limit 12 to yr = "2020 -Current"
202,012* or 202,101* or 202,102* or 202,103*).dt
15 13 or 14
Searches for ongoing and unpublished trials
16 12 and 15
ClinicalTrials.gov
31 Studies found for: psychometric | Intellectual Disabil-
Embase < 1996 to 2021 Week 09 > ity OR mental health | Child (birth-17)
https://clinicaltrials.gov/ct2/results?cond=Intellectual+
# Searches
Disabi lity+O R+m ental+h ealth &t erm=p sycho metr i c&
1 (nisonger* or aberrant* or cntry=&state=&city=&dist=&Search=Search&age=0
reiss or overt or devereux WHO International Clinical Trials Registry Platform
or ((develop* or child*) adj
behav* adj checklist*) or (ICTRP)
(strength* adj2 difficult* adj https://apps.who.int/trialsearch/
question*) or (well-being adj2 intellect* OR mental*AND psyhometric* propertie* lim-
special*) or (disabilit* adj ited clinical trials in children
assessment*) or (challeng*
adj behav* adj interview)).
ti,ab
2 (dbc* or cbcl* or sdq*).ti,ab
3 1 or 2
13
Appendix III Supplementary material: intellectual disability and severe challenging behaviour.
Excluded studies with exclusion reasons Journal of Intellectual Disability Research, 45(4), 335-343.
Exclusion reason: No psychometric information
Abdelghani, E. A., Apollonsky, N., Bernstein, B., & Tarazi, Adams, D., Handley, L., Simkiss, D., Walls, E., Jones, A.,
R. (2017). Steady-state cognitive function and pain severity Knapp, M., . . . Oliver, C. (2018). Service Use and Access
in youth with sickle cell disease. Blood. Conference: 59th in Young Children with an Intellectual Disability or Global
Annual Meeting of the American Society of Hematology, Developmental Delay: Associations with Challenging
ASH, 130(Supplement 1). Exclusion reason: Wrong patient Behaviour. Journal of Intellectual & Developmental Dis-
population ability, 43(2), 232-241. Exclusion reason: No psychometric
Abozeid, M., Hamouda, M., Bahry, H., Elmadny, A., information
Alakbawy, A., & Ismail, A. (2011). Psychiatric morbidity Adams, D., Paynter, J., Clark, M., Roberts, J., & Keen, D.
among a sample of orphanage children in Cairo. European (2019). The Developmental Behaviour Checklist (DBC) pro-
Child and Adolescent Psychiatry, 1), S166-S167. https://d oi. file in young children on the autism spectrum: The impact
org/10.1007/s00787-011-0181-5. Exclusion reason: Confer- of child and family factors. Journal of Autism and Devel-
ence Abstract opmental Disorders, 49(8), 3426-3439. https://doi.org/10.
Accordino, R. E., Kidd, C., Politte, L. C., Henry, C. A., 1007/s 10803-0 19-0 4067-0. Exclusion reason: Wrong patient
& McDougle, C. J. (2016). Psychopharmacological inter- population
ventions in autism spectrum disorder. Expert Opinion on Adams, H., de Blieck, E. A., Mink, J. W., Marshall, F. J.,
Pharmacotherapy, 17(7), 937-952. https://doi.org/10.1517/ Kwon, J., Dure, L., . . . Pearce, D. A. (2006). Standardized
14656566.2016.1154536. Exclusion reason: Review assessment of behavior and adaptive living skills in juvenile
Acharya, A. K. (2016). A study on adolescent mental neuronal ceroid lipofuscinosis. Developmental Medicine &
disorders prevalent in our country. a study. Indian Journal Child Neurology, 48(4), 259-264. https://doi.org/10.1017/
of Psychiatry, 58 (5 Supplement 1), S120. Exclusion reason: S0012162206000570. Exclusion reason: Not relevant meas-
Wrong patient population urement tool
Achenbach, T. M., & Dumenci, L. (2001). Advances in Adams, P. N. (1998). Utilizing behavioral diagnostics to
empirically based assessment: Revised cross-informant syn- reduce disruptive behavior in public school settings with
dromes and new DSM-oriented scales for the CBCL, YSR, children and adolescents with severe emotional and behav-
and TRF: Comment on Lengua, Sadowski, Friedrich, and ioral disorders. Dissertation Abstracts International: Section
Fisher (2001). Journal of Consulting and Clinical Psychol- B: The Sciences and Engineering, 58(7-B), 3913. Exclusion
ogy, 69(4), 699-702. https://doi.org/10.1037/0022-006X. reason: Not relevant outcome
69.4.699. Exclusion reason: Theoretical article/Comment Adeosun, I. I., Ogun, O. C., Ijarogbe, T., Bello, A. O.,
Achenbach, T. M., Dumenci, L., & Rescorla, L. A. Adegbohun, A., & Omigbodun, O. O. (2012). Self-injurious
(2003). DSM-Oriented and Empirically Based Approaches behaviour in Nigerian children with intellectual disability.
to Constructing Scales From the Same Item Pools. Journal Neuropsychiatrie de l'Enfance et de l'Adolescence, 1), S170.
of Clinical Child and Adolescent Psychology, 32(3), 328- https://doi.org/10.1016/j.neurenf.2012.04.253. Exclusion
340. https://doi.org/1 0.1 207/S 15374 424JC CP320 3_0 2. reason: Conference Abstract
Exclusion reason: Wrong patient population Adrien, J.-L., Roux, S., Couturier, G., Malvy, J., Guerin,
Achtergarde, S., Becke, J., Beyer, T., Postert, C., Romer, P., Debuly, S., . . . Barthelemy, C. (2001). Towards a new
G., & Muller, J. M. (2014). Preschool-age male psychiatric functional assessment of autistic dysfunction in children
patients with specific developmental disorders and those with developmental disorders: The Behaviour Function
without: Do they differ in behavior problems and treatment Inventory. Autism, 5(3), 249-264. https://doi.org/10.1177/
outcome? Infants & Young Children, 27(4), 359-377. https:// 1362361301005003003. Exclusion reason: Wrong patient
doi.o rg/1 0.1 097/I YC.0 00000 00000 00020. Exclusion reason: population
Wrong patient population Advokat, C. D., Mayville, E. A., & Matson, J. L. (2000).
Adamo, N., Michelini, G., Cheung, C. H. M., Buitelaar, J. Side effect profiles of atypical antipsychotics, typical antip-
K., Asherson, P., Rijsdijk, F., & Kuntsi, J. (2019). Does Co- sychotics, or no psychotropic medications in persons with
Occurring Anxiety Modulate ADHD-Related Cognitive and mental retardation. Research in Developmental Disabilities,
Neurophysiological Impairments? Journal of Attention Dis- 21(1), 75-84. https://d oi.o rg/1 0.1 016/s 0891-4 222(99)0 0031-
orders, 1087054719879499. https://doi.org/10.1177/10870 1. Exclusion reason: Wrong patient population
54719879499. Exclusion reason: Wrong patient population Agarwal, V., Sitholey, P., Kumar, S., & Prasad, M. (2001).
Adams, D., & Allen, D. (2001). Assessing the need for Double-blind, placebo-controlled trial of clonidine in hyper-
reactive behaviour management strategies in children with active children with mental retardation. Mental Retarda-
tion, 39(4), 259-267. https://doi.org/10.1352/0047-6765%
13
282001%29039%3C0259:DBPCTO%3E2.0.CO;2. Exclu- Algozzine, B., Ysseldyke, J., & Minnesota Univ, M.

sion reason: Outcome: psychopharmacology I. f. R. o. L. D. (1982). Learning Disabilities as a Subset
Ahuja, A., Martin, J., Langley, K., & Thapar, A. (2013). of School Failure: The Oversophistication of a Concept.
Intellectual disability in children with attention deficit hyper- Retrieved from http://search.ebscohost.com/login.aspx?
activity disorder. Journal of Pediatrics, 163(3), 890-895. direct=true&db=eric&AN=ED218852&site=ehost-live
e891. https://d oi.o rg/1 0.1 016/j.j peds.2 013.0 2.0 43. Exclusion Algozzine, B., & Ysseldyke, J. E. (1983). Learning dis-
reason: No psychometric information abilities as a subset of school failure: The oversophistication
Aishworiya, R., Chan, P. F., Kiing, J. S. H., Chong, S. of a concept. Exceptional Children, 50(3), 242-246. Exclu-
C., & Tay, S. K. H. (2016). Sleep Patterns and Dysfunctions sion reason: No psychometric information
in Children with Learning Problems. Annals Academy of Allen, D., Lowe, K., Brophy, S., & Moore, K. (2009).
Medicine Singapore, 45(11), 507-512. Exclusion reason: Not Predictors of restrictive reactive strategy use in people with
relevant measurement tool challenging behaviour. Journal of Applied Research in
Aito, C., Mizoguchi, Y., Yamamoto, M., SeguchI, Y., Intellectual Disabilities, 22(2), 159-168. https://doi.org/10.
Yatsuga, C., Nishimura, T., . . . Monji, A. (2019). Oxytocin 1111/j.1468-3148.2008.00484.x. Exclusion reason: Results
levels and sex differences in autism spectrum disorder with not reported separately for children and adolescents
severe intellectual disabilities. Psychiatry Research, 273, Allen, D., Lowe, K., Moore, K., & Brophy, S. (2007).
67-74. https://d oi.o rg/1 0.1 016/j.p sychres.2 018.1 2.1 39. Predictors, costs and characteristics of out of area place-
Exclusion reason: Results not reported separately for chil- ment for people with intellectual disability and challeng-
dren and adolescents ing behaviour. Journal of Intellectual Disability Research,
Akefeldt, A., Gillberg, C., & Larsson, C. (1991). Prader- 51(6), 409-416. https://doi.org/10.1111/j.1365-2788.2006.
Willi syndrome in a Swedish rural county: Epidemiologi- 00877.x. Exclusion reason: Results not reported separately
cal aspects. Developmental Medicine & Child Neurology, for children and adolescents
33(8), 715-721. https://doi.org/10.1111/j.1469-8749.1991. Allgaier, A. K., Pietsch, K., Fruhe, B., Sigl-Glockner, J.,
tb14950.x. Exclusion reason: No psychometric information & Schulte-Korne, G. (2012). SCREENING FOR DEPRES-
Aktepe, E., & Sonmez, Y. (2012). Psychiatric and organic SION IN ADOLESCENTS: VALIDITY OF THE PATIENT
comorbidities in children diagnosed with mental retardation HEALTH QUESTIONNAIRE IN PEDIATRIC CARE.
in a university hospital. Yeni Symposium: psikiyatri, noroloji Depression and Anxiety, 29(10), 906-913. https://d oi.o rg/1 0.
ve davranis bilimleri dergisi, 50(2), 67-75. Exclusion rea- 1002/d a.2 1971. Exclusion reason: Wrong patient population
son: Conference Abstract Allgaier, A.-K., Fruhe, B., Pietsch, K., Saravo, B., Baeth-
Alaimo, J. T., Barton, L. V., Mullegama, S. V., Wills, R. mann, M., & Schulte-Korne, G. (2012). Is the Children's
D., Foster, R. H., & Elsea, S. H. (2015). Individuals with Depression Inventory Short version a valid screening tool
Smith-Magenis syndrome display profound neurodevel- in pediatric care? A comparison to its full-length version.
opmental behavioral deficiencies and exhibit food-related Journal of Psychosomatic Research, 73(5), 369-374. https://
behaviors equivalent to Prader-Willi syndrome. Research doi.o rg/1 0.1 016/j.j psych ores.2 012.0 8.0 16. Exclusion reason:
in Developmental Disabilities, 47, 27-38. https://doi.org/ Wrong patient population
10.1016/j.ridd.2015.08.011. Exclusion reason: Results not Alrojolah, L., Beayno, A., Shamseddeen, W., Ghandour,
reported separately for children and adolescents L., Akoury Dirani, L., & Maalouf, F. (2019). 4.67 Chronic
Alexander, R. T., Crouch, K., Halstead, S., & Piachaud, J. Physical Illness and Psychiatric Comorbidities in Lebanese
(2006). Long-term outcome from a medium secure service Adolescents. Journal of the American Academy of Child and
for people with intellectual disability. Journal of Intellec- Adolescent Psychiatry, 58 (10 Supplement), S242. https://
tual Disability Research, 50(4), 305-315. https://doi.org/10. doi.org/10.1016/j.jaac.2019.08.307. Exclusion reason: Con-
1111/j.1365-2788.2006.00806.x. Exclusion reason: Results ference Abstract
not reported separately for children and adolescents Altepeter, T. S., & Breen, M. J. (1989). The Home
Alfieri, P., Demaria, F., Licchelli, S., Santonastaso, O., Situations Questionnaire (HSQ) and the School Situa-
Caciolo, C., Digilio, M. C., . . . Vicari, S. (2019). Obses- tions Questionnaire (SSQ): Normative data and an evalu-
sive Compulsive Symptoms and Psychopathological Profile ation of psychometric properties. Journal of Psychoeduca-
in Children and Adolescents with KBG Syndrome. Brain tional Assessment, 7(4), 312-322. https://doi.org/10.1177/
Sciences, 9(11). https://doi.org/10.3390/brainsci9110313. 073428298900700404. Exclusion reason: Wrong patient
Exclusion reason: No psychometric information population
Algozzine, B. (2012). Disturbing Behavior Checklists" Althaus, M., Minderaa, R. B., & Dienske, H. (1994). The
Technical Manual. Retrieved from http://search.ebscohost. assessment of individual differences between young chil-
com/login.aspx?direct=true&db=eric&AN=ED529898& dren with a pervasive developmental disorder by means of
site=ehost-live behaviour scales which are derived from direct observation.
13
Journal of Child Psychology & Psychiatry & Allied Dis- mental retardation: Analysis of three aggregated studies.
ciplines, 35(2), 333-349. Exclusion reason: Not relevant Journal of Child and Adolescent Psychopharmacology,
measurement tool 13(1), 29-40. https://d oi.o rg/1 0.1 089/1 04454 60332 16661 71.
Alvarez, Z. C. (2016). Gender equivalence as perceived Exclusion reason: No psychometric information
by students, parents, and teachers on the behavior assess- Aman, M. G., Burrow, W. H., & Wolford, P. L. (1995).
ment system for children, second edition. Dissertation The Aberrant Behavior Checklist-Community: factor valid-
Abstracts International: Section B: The Sciences and Engi- ity and effect of subject variables for adults in group homes.
neering, 76(11-B(E)), No Pagination Specified. Exclusion American Journal of Mental Retardation, 100(3), 283-292.
reason: No intellectual disability information Exclusion reason: Adult population
Alves, D., Sousa, M., Henriques, M., & De Lemos, M. S. Aman, M. G., De Smedt, G., Derivan, A., Lyons, B., &
(2013). A triadic model for learning disabilities. Atencion Findling, R. L. (2002). Double-blind, placebo-controlled
Primaria, 2), 48-49. https://doi.org/10.1016/S0212-6567% study of risperidone for the treatment of disruptive behav-
2813%2970032-5. Exclusion reason: Conference Abstract iors in children with subaverage intelligence. The American
Al-Yagon, M. (2012). Subtypes of attachment security Journal of Psychiatry, 159(8), 1337-1346. https://doi.org/
in school-age children with learning disabilities. Learning 10.1176/appi.ajp.159.8.1337. Exclusion reason: Outcome:
Disability Quarterly, 35(3), 170-183. Exclusion reason: Not psychopharmacology
relevant measurement tool Aman, M. G., & Gharabawi, G. M. (2004). Treatment of
Al-Yagon, M. (2013). Adolescents with LD: Socioemo- Behavior Disorders in Mental Retardation: Report on Tran-
tional and behavioral functioning and attachment relation- sitioning to Atypical Antipsychotics, With an Emphasis on
ships with fathers, mothers, and teachers. European Child Risperidone. The Journal of Clinical Psychiatry, 65(9),
and Adolescent Psychiatry, 1), S220. https://doi.org/10. 1197-1210. https://doi.org/10.4088/JCP.v65n0907. Exclu-
1007/s00787-013-0423-9. Exclusion reason: Conference sion reason: Review
Abstract Aman, M. G., Kern, R. A., McGhee, D. E., & Arnold,
Al-Yagon, M. (2016). Perceived Close Relationships with L. (1993). Fenfluramine and methylphenidate in children
Parents, Teachers, and Peers: Predictors of Social, Emo- with mental retardation and ADHD: Clinical and side
tional, and Behavioral Features in Adolescents With LD or effects. Journal of the American Academy of Child & Ado-
Comorbid LD and ADHD. Journal of Learning Disabilities, lescent Psychiatry, 32(4), 851-859. https://doi.org/10.1097/
49(6), 597-615. Exclusion reason: Not relevant measurement 00004583-199307000-00022. Exclusion reason: Outcome:
tool psychopharmacology
Amador, J. A., Forns, M., & Martorell, B. (2001). Sen- Aman, M. G., Kern, R. A., McGhee, D. E., & Arnold,
sitivity and specificity of parents' and teachers' ratings of L. (1993). Fenfluramine and methylphenidate in children
Attention Deficit Hyperactivity Disorder. Anuario de Psico- with mental retardation and attention deficit hyperactiv-
logia, 32(4), 65-78. Exclusion reason: Not relevant measure- ity disorder: Laboratory effects. Journal of Autism and
ment tool Developmental Disorders, 23(3), 491-506. https://doi.org/
Aman, M., Buitelaar, J., De Smedt, G., Wapenaar, R., & 10.1007/BF01046052. Exclusion reason: No psychometric
Binder, C. (2005). Pharmacotherapy of Disruptive Behavior information
and Item Changes on a Standardized Rating Scale: Pooled Aman, M. G., Marks, R. E., Turbott, S. H., Wilsher, C.
Analysis of Risperidone Effects in Children with Subaverage P., & Merry, S. N. (1991). Clinical effects of methylphe-
IQ. Journal of Child and Adolescent Psychopharmacology, nidate and thioridazine in intellectually subaverage chil-
15(2), 220-232. https://doi.org/10.1089/cap.2005.15.220. dren. Journal of the American Academy of Child & Ado-
Exclusion reason: Outcome: psychopharmacology lescent Psychiatry, 30(2), 246-256. https://doi.org/10.1097/
Aman, M., Leone, S., Lecavalier, L., Park, L., Buican, 00004583-199103000-00013. Exclusion reason: Outcome:
B., & Coury, D. (2008). The Nisonger Child Behavior Rat- psychopharmacology
ing Form: Typical IQ version. International Clinical Psy- Aman, M. G., Norris, M., Kaat, A. J., Andrews, H., Choo,
chopharmacology, 23(4), 232-242. https://doi.org/10.1097/ T. H., Chen, C., . . . Erickson, C. (2020). Factor structure of
YIC.0b013e3282f94ad0. Exclusion reason: Wrong patient the aberrant behavior checklist in individuals with fragile
population x syndrome: Clarifications and future guidance. Journal of
Aman, M. G. (1991). Review and evaluation of instru- Child and Adolescent Psychopharmacology, 30(8), 512-521.
ments for assessing emotional and behavioural disorders. https://doi.org/10.1089/cap.2019.0177. Exclusion reason:
Australia and New Zealand Journal of Developmental Dis- Results not reported separately for children and adolescents
abilities, 17(2), 127-145. Exclusion reason: Review Aman, M. G., & Rojahn, J. (1994). THE PSYCHO-
Aman, M. G., Buican, B., & Arnold, L. (2003). Meth- METRIC CHARACTERISTICS OF THE PRESCHOOL
ylphenidate treatment in children with borderline IQ and BEHAVIOR QUESTIONNAIRE IN PRESCHOOLERS
13
WITH DEVELOPMENTAL HANDICAPS. Journal of with brain disease. Child Neuropsychology, 8(4), 231-240.
Developmental and Physical Disabilities, 6(4), 311-325. Exclusion reason: Not relevant measurement tool
https://doi.org/10.1007/bf02578418. Exclusion reason: Not Andrei, L. E., Cerlinca, A. I., Neacsu, R. D., Niculae, A.
relevant measurement tool L., & Mihailescu, I. (2019). The course of ADHD diagnosis
Aman, M. G., Singh, N. N., Stewart, A. W., & Field, C. over a 6-year timeframe in a Romanian inpatient sample.
J. (1985). The aberrant behavior checklist: a behavior rating European Neuropsychopharmacology, 29 (Supplement 1),
scale for the assessment of treatment effects. American Jour- S434-S435. https://doi.org/10.1016/j.euroneuro.2018.11.
nal of Mental Deficiency, 89(5), 485-491. Exclusion reason: 655. Exclusion reason: Conference abstract
Results not reported separately for children and adolescents Andrei, L. E., Neacsu, R. D., Irimie-Ana, A., Dobrescu,
Aman, M. G., Watson, J. E., Singh, N. N., Turbott, S. I., & Rad, F. (2019). P.862 Oppositional defiant disorder -
H., & Wilsher, C. P. (1986). Psychometric and demographic conduct disorder - antisocial personality disorder continuum
characteristics of the psychopathology instrument for men- investigated over a 14-year timespan. European Neuropsy-
tally retarded adults. Psychopharmacology Bulletin, 22(4), chopharmacology, 29 (Supplement 6), S574-S575. https://
1072-1076. Exclusion reason: Results not reported sepa- doi.o rg/1 0.1 016/j.e urone uro.2 019.0 9.7 24. Exclusion reason:
rately for children and adolescents Conference abstract
Ambrosini, P. J. (2000). Historical development and Aneja, A., Fremont, W. P., Antshel, K. M., Faraone, S. V.,
present status of the Schedule for Affective Disorders and AbdulSabur, N., Higgins, A. M., . . . Kates, W. R. (2007).
Schizophrenia for School-Age Children (K-SADS). Journal Manic symptoms and behavioral dysregulation in youth with
of the American Academy of Child & Adolescent Psychiatry, velocardiofacial syndrome (22q11.2 Deletion Syndrome).
39(1), 49-58. https://d oi.o rg/1 0.1 097/0 00045 83-2 00001 000- Journal of Child and Adolescent Psychopharmacology,
00016. Exclusion reason: Review 17(1), 105-114. https://doi.org/10.1089/cap.2006.0023.
Amerikaner, M., & Summerlin, M. L. (1982). Group Exclusion reason: No psychometric information
counseling with learning disabled children: Effects of social Anonymous. (1998). Practice parameters for the assess-
skills and relaxation training on self-concept and classroom ment and treatment of children and adolescents with lan-
behavior. Journal of Learning Disabilities, 15(6), 340-343. guage and learning disorders. AACAP. Journal of the
https://doi.org/10.1177/002221948201500607. Exclusion American Academy of Child & Adolescent Psychiatry, 37(10
reason: No psychometric information Suppl), 46S-62S. Exclusion reason: Theoretical article/
Amon, P., Beck, B., Castell, R., Teicher, C., & et al. Comment
(1995). The course of psychiatric disorders and specific Anonymous. (2006). Mental health in the United States:
developmental disorders in children with learning disabili- parental report of diagnosed autism in children aged 4-17
ties. Vol 23(3), 1995, pp 171-181, 23(3), 171-181. Exclusion years--United States, 2003-2004. Mmwr, Morbidity and
reason: No psychometric information mortality weekly report. 55(17), 481-486. Exclusion rea-
An, X., Rojahn, J., Curby, T. W., & Ding, Y. (2015). sonhttps://w ww.c dc.g ov/m mwr/p revie w/m mwrht ml/m
m551
Psychometric properties of the Chinese Behavior Problems 7a3.h tm; Exclusion reason:: No intellectual disability
Inventory-01 in children and adolescents with or at risk for information.
intellectual disabilities. Research in Developmental Dis- Antonelli, C. J. (1983). Guidelines for Working with Cli-
abilities, 36, 256-263. https://doi.org/10.1016/j.ridd.2014. ents/Students Who Engage in Disruptive-Aggressive Behav-
10.006. Exclusion reason: Not relevant measurement tool ior and/or Have Adaptive Behavior Deficits. In Applegate,
Anderson, C. M., Freeman, K. A., & Scotti, J. R. (1999). H., Matson, J. L., & Cherry, K. E. (1999). An evaluation of
Evaluation of the generalizability (reliability and validity) of functional variables affecting severe problem behaviors in
analog functional assessment methodology. Behavior Ther- adults with mental retardation by using the Questions about
apy, 30(1), 31-50. https://doi.org/10.1016/S0005-7894% Behavioral Function Scale (QABF). Research in Develop-
2899%2980044-6. Exclusion reason: Not relevant measure- mental Disabilities, 20(3), 229-237. https://d oi.o rg/1 0.1 016/
ment tool S0891-4222%2899%2900005-0. Exclusion reason: Adult
Anderson, P., Doyle, L. W., & Victorian Infant Col- population
laborative Study, G. (2003). Neurobehavioral outcomes of Appleton, H., Roberts, J., & Simpson, K. (2019). How
school-age children born extremely low birth weight or very is Anxiety Identified and Diagnosed in Individuals with
preterm in the 1990s. JAMA, 289(24), 3264-3272. Exclusion Autism Spectrum Disorder and Intellectual Disability?
reason: No intellectual disability information A Scoping Review. Journal of Mental Health Research
Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., in Intellectual Disabilities, 12(3-4), 152-175. https://doi.
& Mikiewicz, O. (2002). Relationships between cognitive org/10.1080/19315864.2019.1679299. Exclusion reason:
and behavioral measures of executive function in children Review
13
Aragon, A. S., Coriale, G., Fiorentino, D., Kalberg, W. support, health and well-being, parenting and child behav-
O., Buckley, D., Gossage, J., . . . May, P. A. (2008). Neu- iour outcomes. Journal of Applied Research in Intellectual
ropsychological characteristics of Italian children with Disabilities, 21(4), 320-330. https://doi.org/10.1111/j.1468-
fetal alcohol spectrum disorders. Alcoholism: Clinical and 3148.2008.00447.x. Exclusion reason: No psychometric
Experimental Research, 32(11), 1909-1919. Exclusion rea- information
son: Wrong patient population Avrahamy, H., Pollak, Y., Shriki-Tal, L., Genstil, L.,
Aram, D. M., Ekelman, B. L., & Nation, J. E. (1984). Hirsch, H. J., Gross-Tsur, V., & Benarroch, F. (2015). A dis-
Preschoolers with language disorders: 10 years later. Journal ease specific questionnaire for assessing behavior in individ-
of Speech & Hearing Research, 27(2), 232-244. https://doi. uals with prader-willi syndrome. Comprehensive Psychiatry,
org/1 0.1 044/j shr.2 702.2 44. Exclusion reason: Wrong patient 58, 189-197. https://doi.org/10.1016/j.comppsych.2014.12.
population 005. Exclusion reason: Results not reported separately for
Arim, R. G., Kohen, D. E., Garner, R. E., Lach, L. M., children and adolescents
Brehaut, J. C., MacKenzie, M. J., & Rosenbaum, P. L. Babcock, S. E., Miller, J. L., Saklofske, D. H., & Zhu,
(2015). Psychosocial functioning in children with neurode- J. (2018). WISC-V Canadian norms: Relevance and use in
velopmental disorders and externalizing behavior problems. the assessment of Canadian children. Canadian Journal of
Disability & Rehabilitation, 37(4), 345-354. https://doi. Behavioural Science / Revue canadienne des sciences du
org/10.3109/09638288.2014.919361. Exclusion reason: No comportement, 50(2), 97-104. https://d oi.o rg/1 0.1 037/c bs00
intellectual disability information 00096. Exclusion reason: Not relevant measurement tool
Arndorfer, R. E., Miltenberger, R. G., Woster, S. H., Rort- Backes, M., Genc, B., Schreck, J., Doerfler, W., Lehm-
vedt, A. K., & Gaffaney, T. (1994). Home-based descriptive kuhl, G., & von Gontard, A. (2000). Cognitive and behavio-
and experimental analysis of problem behaviors in children. ral profile of fragile X boys: correlations to molecular data.
Topics in Early Childhood Special Education, 14(1), 64-87. American Journal of Medical Genetics, 95(2), 150-156.
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information doi.org/10.1007/s12402-017-0224-y. Exclusion reason: Not
Aro, T., Eklund, K., Eloranta, A.-K., Närhi, V., Korhonen, relevant measurement tool
E., & Ahonen, T. (2019). Associations Between Childhood Baeza-Velasco, C., Michelon, C., Rattaz, C., & Bagh-
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population 1016/j.rasd.2013.12.004. Exclusion reason: No psychomet-
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Intellectual Disability Research, 64(2), 103-116. https://doi. functional impairment in autism and fragile X syndrome.
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information 49-59. Exclusion reason: Not relevant measurement tool
Asadabadi, M., Mohammadi, M.-R., Ghanizadeh, Bailey, D. B., Jr., Raspa, M., Bishop, E., Mitra, D., Mar-
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Psychopharmacology, 225(1), 51-59. https://doi.org/10. Exclusion reason: Results not reported separately for chil-
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Aunos, M., Feldman, M., & Goupil, G. (2008). Mother- potential efficacy of the family-centered Prevent-Teach-Rein-
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13
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233. https://doi.org/10.1016/j.ridd.2015.09.019. Exclusion doi.o rg/1 0.1 352/0 895-8 017%2 82007%2 9112%5 B0375:
reason: Not relevant measurement tool POSSIY%5 D2.0.CO;2. Exclusion reason: Not relevant
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., measurement tool
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mwr.s s6706 a1. Exclusion reason: intellectual disability information
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Baker, B. L., & Blacher, J. (2015). Disruptive Behavior Behaviour problems, maternal internalising symptoms
Disorders in Adolescents With ASD: Comparisons to Youth and family relations in families of adolescents and adults
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2015.1018395. Exclusion reason: Wrong patient population separately for children and adolescents
Baker, B. L., Blacher, J., Crnic, K. A., & Edelbrock, C. Baker, K., Scerif, G., Astle, D. E., Fletcher, P. C., & Ray-
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0433:BPAPSI>2.0.CO;2. Exclusion reason: Mean age < 4 tion)(8). https://d oi.o rg/1 0.1 186/s 11689-0 15-9 105-x. Exclu-
years sion reason: No psychometric information
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behaviour problems, parents' optimism and well-being. fetal alcohol exposure: An epidemiologist's perspective.
Journal of Intellectual Disability Research, 49(8), 575-590. Birth Defects Research Part A - Clinical and Molecular
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Baker, B. L., McIntyre, L., Blacher, J., Crnic, K., Edel- Exclusion reason: Conference abstract
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without developmental delay: Behaviour problems and par- Heggelund, T., Myrbakk, E., & Martinsen, H. (2010). Psy-
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2788.2003.00484.x. Exclusion reason: No intellectual dis- in Norway. Research in Developmental Disabilities, 31(6),
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10.1007/BF02233954. Exclusion reason: Wrong patient Factor structure and comparisons between subjects with or
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Baker, E. K., Godler, D. E., Bui, M., Hickerton, C., Rog- ties, 21(4), 311-321. https://doi.org/10.1016/S0891-4222%
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autism symptoms in an Australian cohort of patients with separately for children and adolescents
Prader-Willi and Angelman syndromes. Journal of Neu- Balboni, G., Pedrabissi, L., Molteni, M., & Villa, S.
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1186/s11689-018-9242-0. Exclusion reason: Not relevant profiles of individuals with mental retardation and a specific
measurement tool disorder. American Journal of Mental Retardation, 106(2),
Baker, J. K., Fenning, R. M., Crnic, K. A., Baker, B. L., 162-172. Exclusion reason: Not relevant measurement tool
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13
intellectual disability and co-occurring disorders. Research 419-427. https://doi.org/10.1016/j.ridd.2014.08.017. Exclu-

in Developmental Disabilities Vol 104 2020, ArtID 103718, sion reason: No psychometric information
104. https://doi.org/10.1016/j.ridd.2020.103718. Exclusion Barnard-Brak, L., Rojahn, J., & Wei, T. (2013). Psycho-
reason: Wrong patient population metric analysis of the behavior problems inventory using an
Balboni, G., Tasse, M. J., Schalock, R. L., Borthwick- item-response theory framework: A sample of individuals
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The diagnostic adaptive behavior scale: evaluating its diag- and Behavioral Assessment, 35(4), 564-577. https://doi.org/
nostic sensitivity and specificity. Research in Developmental 10.1007/s10862-013-9356-3. Exclusion reason: Results not
Disabilities, 35(11), 2884-2893. https://doi.org/10.1016/j. reported separately for children and adolescents
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& Rabe-Jablonska, J. (2009). Relation between the mental assessment by anxiety scales. Journal of Neurodevelopmen-
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[Polish, English]. Psychiatria i Psychologia Kliniczna, 9(3), Barrera, F. J., & Graver, E. E. (2009). A comparison of
167-177. Exclusion reason: No psychometric information behaviour functions in community and facility settings.
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intellectual disability information opmental Disorders, 22(1), 23-31. https://doi.org/10.1007/
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of behavioral adjustment, academic functioning, and treat- Barthelemy, C., Roux, S., Adrien, J., Hameury, L.,
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S. R., & Wei, T. (2015). Stereotyped behaviors predict- Basgul, S. S., Etiler, N., Coskun, A., Karakaya, I., &
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13
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of Psychiatry, 55 (SUPPL.1), S45-S46. Exclusion reason: Bhang, S., Kim, J., & Hwang, S. (2015). Assessing prob-
Conference Abstract lematic behaviors in Korean children with developmental
Baumgardner, T. L., Reiss, A. L., Freund, L. S., & disorders. European Child and Adolescent Psychiatry, 1),
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information A study of cluster behavioral abnormalities in Down syn-
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Disorders. SAGE Open, 9(3). Exclusion reason: Not relevant dren and adolescents
measurement tool Bhuiyan, Z. A., Klein, M., Hammond, P., Van Haeringen,
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108. Exclusion reason: Article in foreign language/not 568-575. https://doi.org/10.1136/jmg.2005.038240. Exclu-
accessible language sion reason: Results not reported separately for children and
Beitchman, J. H., Cantwell, D. P., Forness, S. R., Kavale, adolescents
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46S-62S. https://doi.org/10.1097/00004583-199810001- reason: Not relevant measurement tool
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reason: No intellectual disability information son Study with Peers with Intellectual Disability and Typical
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13
Bolourian, Y. R. (2019). Co-occurring behavior prob- Bourke-Taylor, H., Law, M., Howie, L., & Pallant, J. F.
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259900 03392 1. Exclusion reason: Results not reported sepa- support team for children and adults with developmental
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Journal of Intellectual Disability Research, 60 (7-8), 641. ing the direct involvement of students with disabilities in
Exclusion reason: Conference Abstract functional assessment through use of Talking Mats®. Tizard
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ment of a self-report mental health questionnaire (WellSEQ) 10.1108/TLDR-01-2018-0004. Exclusion reason: No psy-
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27(4), 313-313. Exclusion reason: Conference abstract emotional distress experienced by people with an intellec-
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Self-reported psychological wellbeing in adolescents: The in Developmental Disabilities, 21(6), 487-500. Exclusion
role of intellectual/developmental disability and gender. reason: Results not reported separately for children and
Journal of Intellectual Disability Research, 62(2), 83-93. adolescents
https://d oi.o rg/1 0.1 111/j ir.1 2432. Exclusion reason: Not rel- Breau, L. M., Camfield, C. S., Symons, F. J., Bodfish,
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of Applied Research in Intellectual Disabilities, 31(1), outcome
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ent, difficult or distinct? Mothers' and fathers' perceptions of ican Academy of Child & Adolescent Psychiatry, 41(11),
temperament in children with and without intellectual dis- 1369-1375. Exclusion reason: Not relevant measurement
abilities. Journal of Intellectual Disability Research, 54(9), tool
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13
General Psychiatry, 47(1), 15-20. Exclusion reason: Wrong https://doi.org/10.1007/s10882-015-9429-1. Exclusion rea-
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[22q11.2 deletion: handicap-related problems and coping ment, and Mental Health Evaluation of At-Risk Adolescents:
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son: Not relevant measurement tool live Exclusion reason: Wrong patient population
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chosocial perspective. Journal of developmental and behav- Wouldes, T. A., & Harding, J. E. (2016). Pre-school screen-
ioral pediatrics : JDBP, 7(5), 320-323. https://doi.org/10. ing for developmental and emotional health: Comparison
1097/0 00047 03-1 98610 000-0 0010. Exclusion reason: Theo- with neurodevelopmental assessment. Journal of Paediatrics
retical article/Comment and Child Health, 52(6), 600-607. https://doi.org/10.1111/
Brinkley, J., Nations, L., Abramson, R. K., Hall, A., jpc.1 3169. Exclusion reason: Not relevant measurement tool
Wright, H. H., Gabriels, R., . . . Cuccaro, M. L. (2007). Burbidge, C., Oliver, C., Moss, J., Arron, K., Berg,
Factor Analysis of the Aberrant Behavior Checklist in Indi- K., Furniss, F., . . . Woodock, K. (2010). The association
viduals with Autism Spectrum Disorders. Journal of Autism between repetitive behaviours, impulsivity and hyperactivity
and Developmental Disorders, 37(10), 1949-1959. https:// in people with intellectual disability. Journal of Intellectual
doi.org/10.1007/s10803-006-0327-3. Exclusion reason: No Disability Research, 54(12), 1078-1092. https://doi.org/10.
intellectual disability information. 1111/j.1365-2788.2010.01338.x. Exclusion reason: Results
Brown, E. C., Aman, M. G., & Lecavalier, L. (2004). not reported separately for children and adolescents
Empirical Classification of Behavioral and Psychiatric Prob- Burdett, K. M. (1996). A comparison of the psychological
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American Journal on Mental Retardation, 109(6), 445-455. lar education students. Dissertation Abstracts International
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3C445:ECOBAP%3E2.0.CO;2. Exclusion reason: No psy- Exclusion reason: Unable to obtain in full text
chometric information Burns, G., & Patterson, D. R. (1990). Conduct problem
Brown, L., Hammill, D. D., & Sherbenou, R. J. (1981). behaviors in a stratified random sample of children and
The reliability of four measures of children's behavior with adolescents: New standardization data on the Eyberg Child
deviant populations. Behavioral Disorders, 6(3), 180-182. Behavior Inventory. Psychological Assessment: A Journal of
https://doi.org/10.1177/019874298100600301. Exclusion Consulting and Clinical Psychology, 2(4), 391-397. https://
reason: Wrong patient population doi.o rg/1 0.1 037/1 040-3 590.2.4 .3 91. Exclusion reason:
Buchholz, E. (2013). Gender and comorbid psychopathol- Wrong patient population
ogies in toddlers with autism spectrum disorders. Disserta- Burns, G., & Patterson, D. R. (1991). Factor structure of
tion Abstracts International: Section B: The Sciences and the Eyberg Child Behavior Inventory: Unidimensional or
Engineering, 74(5-B(E)), No Pagination Specified. Exclu- multidimensional measure of disruptive behavior? Journal
sion reason: Mean age < 4 years of Clinical Child Psychology, 20(4), 439-444. https://doi.
Buelow, J. M., Austin, J. K., Perkins, S. M., Shen, J., org/10.1207/s15374424jccp2004_13. Exclusion reason: No
Dunn, D. W., & Fastenau, P. S. (2003). Behavior and mental intellectual disability information
health problems in children with epilepsy and low IQ. Devel- Burns, G., Patterson, D. R., Nussbaum, B. R., & Parker,
opmental Medicine & Child Neurology, 45(10), 683-692. C. M. (1991). Disruptive behaviors in an outpatient pediatric
Exclusion reason: No psychometric information population: Additional standardization data on the Eyberg
Buelow, J. M., Perkins, S. M., Johnson, C. S., Byars, A. Child Behavior Inventory. Psychological Assessment: A
W., Fastenau, P. S., Dunn, D. W., & Austin, J. K. (2012). Journal of Consulting and Clinical Psychology, 3(2), 202-
Adaptive functioning in children with epilepsy and learning 207. https://doi.org/10.1037/1040-3590.3.2.202. Exclusion
problems. Journal of Child Neurology, 27(10), 1241-1249. reason: Wrong patient population
https://doi.org/10.1177/0883073811432750. Exclusion rea- Byrne, J. M., Backman, J. E., Gates, R. D., & Clark-
son: No psychometric information Touesnard, M. (1986). Interpretation of the Personality
Bull, L. E., Oliver, C., Tunnicliffe, P. L., & Woodcock, K. Inventory for Children-Revised (PIC-R): influence of cog-
A. (2015). An informant report behavior diary for measur- nitive impairment. Journal of Abnormal Child Psychology,
ing temper outbursts in an intervention setting. Journal of 14(2), 287-296. Exclusion reason: Not relevant measurement
Developmental and Physical Disabilities, 27(4), 489-504. tool
13
Calkins, M. E., Merikangas, K. R., Burstein, M., Satter- children and adolescents in clinical settings. Salud Mental,
thwaite, T., Wolf, D., Moore, T. M., . . . Gur, R. E. (2015). 30(2), 42-49. Exclusion reason: Wrong patient population
Clinical phenotypic characterization of the philadelphia neu- Carberry, A. T., & Handal, P. J. (1980). The use of the
rodevelopmental cohort: Foundations for integrative inves- AML Scale with a Headstart population: Normative and
tigations of psychiatric disorders. Biological Psychiatry, 1), validation studies. American Journal of Community Psychol-
288S-289S. Exclusion reason: Conference abstract ogy, 8(3), 353-363. https://doi.org/10.1007/BF00894347.
Calkins, M. E., Merikangas, K. R., Moore, T. M., Exclusion reason: No intellectual disability information
Burstein, M., Behr, M. A., Satterthwaite, T. D., . . . Gur, Carcani-Rathwell, I., Rabe-Hasketh, S., & Santosh, P. J.
R. E. (2015). The Philadelphia neurodevelopmental cohort: (2006). Repetitive and stereotyped behaviours in pervasive
Constructing a deep phenotyping collaborative. Journal developmental disorders. Journal of Child Psychology &
of Child Psychology and Psychiatry, 56(12), 1356-1369. Psychiatry, 47(6), 573-581. Exclusion reason: Not relevant
https://d oi.o rg/1 0. 1 111/ j cpp. 1 2416. Exclusion reason: measurement tool
Wrong patient population Carmeli, E., Klein, N., & Sohn, M. (2007). The impli-
Camfield, C., Breau, L., Camfield, P., Camfield, C., cations of having attention-deficit/hyperactivity disorder in
Breau, L., & Camfield, P. (2003). Assessing the impact of male adolescents with intellectual disability. International
pediatric epilepsy and concomitant behavioral, cognitive, Journal of Adolescent Medicine and Health, 19(2), 209-214.
and physical/neurologic disability: Impact of Childhood https://doi.org/10.1515/IJAMH.2007.19.2.209. Exclusion
Neurologic Disability Scale. Developmental Medicine & reason: No psychometric information
Child Neurology, 45(3), 152-159. Exclusion reason: Not Carnazzo, K., Dowdy, E., Furlong, M. J., & Quirk, M.
relevant measurement tool P. (2019). An evaluation of the Social Emotional Health
Campbell, L. E., Daly, E., Toal, F., Stevens, A., Azuma, SurveySecondary for use with students with learning dis-
R., Catani, M., . . . Murphy, K. C. (2006). Brain and behav- abilities. Psychology in the Schools, 56(3), 433-446. https://
iour in children with 22q11.2 deletion syndrome: a volu- doi.org/10.1002/pits.22199. Exclusion reason: Not relevant
metric and voxel-based morphometry MRI study. Brain, outcome
129(Pt 5), 1218-1228. Exclusion reason: No psychometric Carnazzo, K. W. (2018). An evaluation of the Social
information Emotional Health Survey-Secondary for use with students
Campbell, M., & Malone, R. P. (1991). MENTAL- with learning disabilities: Confirmatory factor analysis,
RETARDATION AND PSYCHIATRIC-DISORDERS. Hos- measurement invariance, and comparative analyses. Dis-
pital and Community Psychiatry, 42(4), 374-379. Exclusion sertation Abstracts International Section A: Humanities
reason: Theoretical article/Comment and Social Sciences, 78(12-A(E)), No Pagination Specified.
Caplan, B., Neece, C. L., & Baker, B. L. (2015). Devel- Exclusion reason: Not relevant outcome
opmental level and psychopathology: Comparing children Carter, A., & Briggs-Gowan, M. (2011). The Brief-Infant
with developmental delays to chronological and mental age Toddler Social and Emotional Assessment (BITSEA): Clini-
matched controls. Research in Developmental Disabilities, cal validation. European Child and Adolescent Psychiatry,
37, 143-151. https://doi.org/10.1016/j.r idd.2014.10.045. 1), S46. https://doi.org/10.1007/s00787-011-0181-5. Exclu-
Exclusion reason: No psychometric information sion reason: Conference abstract
Capone, G., Goyal, P., Ares, W., & Lannigan, E. (2006). Caruana, J., Dossetor, D., Eisler, K., & Saleh, H. (2019).
Neurobehavioral disorders in children, adolescents, and I thought you would never ask!: The english translation of
young adults with Down syndrome. American Journal of wellseq, a self- report measure of well-being for adolescents
Medical Genetics, Part C: Seminars in Medical Genetics, with intellectual or developmental disability. Journal of
142(3), 158-172. https://doi.org/10.1002/ajmg.c.30097. Intellectual Disability Research, 63 (7), 684. https://doi.org/
Exclusion reason: Theoretical article/Comment 10.1111/jir.12653. Exclusion reason: Conference abstract
Capone, G. T., Aidikoff, J. M., & Goyal, P. (2011). Ado- Catani, C., & Sossalla, I. M. (2015). Child abuse predicts
lescents and young adults with Down syndrome present- adult PTSD symptoms among individuals diagnosed with
ing to a medical clinic with depression: Phenomenology intellectual disabilities. Frontiers in Psychology Vol 6 2015,
and characterization using the Reiss Scales and Aberrant ArtID 1600, 6. Exclusion reason: Adult population.
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Intellectual Disabilities, 4(4), 244-264. https://doi.org/10. gies to assess neuropsychiatric involvement and improve the
1080/1 93158 64.2 011.5 99917. Exclusion reason: Results not outcome in children and adolescents with NF1 and TSC.
reported separately for children and adolescents Neuropediatrics. Conference: 47th Annual Meeting of the
Caraveo-Anduaga, J. J. (2007). Validity of the Brief Societe Europeenne de Neurologie Pediatrique, SENP,
Screening and Diagnostic Questionnaire (CBTD) for 50(Supplement 1). https://d oi.o rg/1 0.1 055/s 00942 716.
Exclusion reason: Not relevant outcome
13
Chadwick, O., Kusel, Y., & Cuddy, M. (2008). Factors Autism, 20(5), 528-537. https://d oi.o rg/1 0.1 177/1 36236 1315
associated with the risk of behaviour problems in adoles- 593941. Exclusion reason: Wrong patient population
cents with severe intellectual disabilities. Journal of Intellec- Christensen, L., Baker, B. L., & Blacher, J. (2013). Oppo-
tual Disability Research, 52(10), 864-876. Exclusion reason: sitional Defiant Disorder in Children With Intellectual Dis-
No psychometric information abilities. Journal of Mental Health Research in Intellectual
Chadwick, O., Kusel, Y., Cuddy, M., & Taylor, E. (2005). Disabilities, 6(3), 225-244. https://doi.org/10.1080/19315
Psychiatric diagnoses and behaviour problems from child- 864.2 012.6 61033. Exclusion reason: No psychometric
hood to early adolescence in young people with severe intel- information
lectual disabilities. Psychological Medicine, 35(5), 751-760. Christensen, L. L. (2013). Dual diagnosis: Intellectual
https://d oi.o rg/1 0.1 017/S
00332 91704 00373 3. Exclusion rea- disability and oppositional defiant disorder. Dissertation
son: No psychometric information Abstracts International: Section B: The Sciences and Engi-
Charlot, L., Deutsch, C., Hunt, A., Fletcher, K., & McLl- neering, 74(1-B(E)), No Pagination Specified. Exclusion
vane, W. (2007). Validation of the Mood and Anxiety Semi- reason: Not relevant measurement tool
structured (MASS) Interview for patients with intellectual Clapp, R. B., Jr. (2015). Demographic variables and
disabilities. Journal of Intellectual Disability Research, 51, intelligence test scores in disability applicants. Dissertation
821-834. https://d oi.o rg/1 0.1 111/j.1 365-2 788.2 007.0 0972.x. Abstracts International: Section B: The Sciences and Engi-
Exclusion reason: Results not reported separately for chil- neering, 76(5-B(E)), No Pagination Specified. Exclusion
dren and adolescents reason: Not relevant measurement tool
Chaturvedi, P., Agarwal, A., & Gupta, S. (1984). Psycho- Clark, D., & Wilson, G. N. (2003). Behavioral assessment
logical study of inmates of a children's home with special of children with Down syndrome using the Reiss psychopa-
reference to their intelligence and aggressive behaviour. thology scale. American Journal of Medical Genetics. Part
Indian Journal of Psychiatry, 26(2), 133-140. Exclusion A, 118A(3), 210-216. Exclusion reason: Duplicate reference
reason: Results not reported separately for children and Clark, D., & Wilson, G. N. (2003). Behavioral assess-
adolescents ment of children with Down syndrome using the Reiss psy-
Cheramie, G. M. (1994). The AAMD Adaptive Behavior chopathology scale. American Journal of Medical Genet-
Scale--School Edition: II. Test-retest reliability and parent- ics, 118 A(3), 210-216. Exclusion reason: No psychometric
teacher agreement in a behavior disordered sample. Per- information
ceptual and Motor Skills, 79(1, Pt 1), 275-283. https://doi. Clark, E. (1982). Construct validity and diagnostic poten-
org/10.2466/pms.1994.79.1.275. Exclusion reason: Wrong tial of the personality inventory for children (PIC) with emo-
patient population tionally disturbed, learning disabled, and educable mentally
Chiarello, L. A., Almasri, N., & Palisano, R. J. (2009). retarded children. Dissertation Abstracts International,
Factors related to adaptive behavior in children with cerebral 43(5-A), 1473-1474. Exclusion reason: Not relevant meas-
palsy. Journal of Developmental and Behavioral Pediatrics, urement tool
30(5), 426-434. https://doi.org/10.1097/DBP.0b013e3181 Clark, E. (1987). Responses of mothers and fathers on the
b4ec54. Exclusion reason: Wrong patient population Personality Inventory for Children: Are they significantly
Chowdhury, M. (2013). Follow-up of maladaptive behav- different? Journal of Psychoeducational Assessment, 5(2),
iors in youth with autism spectrum disorders: Changes and 138-148. https://doi.org/10.1177/073428298700500205.
predictors over two to eight years. Dissertation Abstracts Exclusion reason: Not relevant measurement tool
International: Section B: The Sciences and Engineering, Clark, E., Kehle, T. J., Bullock, D., & Jenson, W. R.
74(3-B(E)), No Pagination Specified. Exclusion reason: No (1987). Convergent and discriminant validity of the person-
intellectual disability information ality inventory for children. Journal of Psychoeducational
Chowdhury, M., Aman, M., Scahill, L., Swiezy, N., Assessment, 5(2), 99-106. https://doi.org/10.1177/07342
Arnold, L., Lecavalier, L., . . . McDougle, C. (2010). The 8298700500202. Exclusion reason: Not relevant measure-
Home Situations Questionnaire-PDD version: Factor struc- ment tool
ture and psychometric properties. Journal of Intellectual Clark, E., Kehle, T. J., & Bullock, D. S. (1988). Person-
Disability Research, 54(3), 281-291. https://doi.org/10. ality Inventory for Children: Profiles for learning disabled,
1111/j.1365-2788.2010.01259.x. Exclusion reason: Not emotionally disturbed, and intellectually handicapped chil-
relevant measurement tool dren. School Psychology International, 9(1), 43-49. https://
Chowdhury, M., Aman, M. G., Lecavalier, L., Smith, doi.o rg/1 0.1 177/0 14303 43880 91007. Exclusion reason: Not
T., Johnson, C., Swiezy, N., . . . Scahill, L. (2016). Factor relevant measurement tool
structure and psychometric properties of the revised Home Clarke, D. J., & Boer, H. (1998). Problem behaviors asso-
Situations Questionnaire for autism spectrum disorder: The ciated with deletion Prader-Willi, Smith-Magenis, and cri du
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13
103(3), 264-271. https:// d oi. o rg/ 1 0. 1 352/ 0 895- 8 017% Conroy, M., Fox, J., Crain, L., Jenkins, A., & et al.
281998%29103%3C0264:PBAWDP%3E2.0.CO;2. Exclu- (1996). Evaluating the social and ecological validity of
sion reason: Results not reported separately for children analog assessment procedures for challenging behaviors in
and adolescents young children. Education and Treatment of Children, 19(3),
Cochran, L., Welham, A., Oliver, C., Arshad, A., & Moss, 233-256. Exclusion reason: Not relevant measurement tool
J. F. (2019). Age-related behavioural change in Cornelia de Consoli, A., Cohen, J., Bodeau, N., Guinchat, V., Wach-
Lange and Cri du Chat syndromes: A seven year follow- tel, L., & Cohen, D. (2013). Electroconvulsive therapy in
up study. Journal of Autism and Developmental Disorders, adolescents with intellectual disability and severe self-inju-
49(6), 2476-2487. https://doi.org/10.1007/s10803-019- rious behavior and aggression: A retrospective study. Euro-
03966-6. Exclusion reason: No psychometric information pean Child & Adolescent Psychiatry, 22(1), 55-62. https://
Coe, D. A. (1995). An investigation of behavior problems doi.org/10.1007/s00787-012-0320-7. Exclusion reason: No
of children with Down Syndrome and their relationship to psychometric information
life events. Dissertation Abstracts International: Section B: Constantino, J. N., Przybeck, T., Friesen, D., & Todd,
The Sciences and Engineering, 56(3-B), 1694. Exclusion R. D. (2000). Reciprocal social behavior in children with
reason: Duplicate reference and without pervasive developmental disorders. Journal of
Cohen, I. L., Schmidt-Lackner, S., Romanczyk, R., & Developmental & Behavioral Pediatrics, 21(1), 2-11. Exclu-
Sudhalter, V. (2003). The PDD behavior inventory: A rat- sion reason: Not relevant measurement tool
ing scale for assessing response to intervention in children Conway, K. M. (2005). An evaluation of social skills
with pervasive developmental disorder. Journal of Autism training for youth with learning disabilities. Dissertation
and Developmental Disorders, 33(1), 31-45. https://doi.org/ Abstracts International: Section B: The Sciences and Engi-
10.1023/A:1022226403878. Exclusion reason: Not relevant neering, 65(9-B), 4822. Exclusion reason: Not relevant
measurement tool outcome
Cohen, M., & Hynd, G. W. (1986). The Conners Teacher Coolidge, F. L., Thede, L. L., Stewart, S. E., & Segal, D.
Rating Scale: A different factor structure with special edu- L. (2002). The Coolidge Personality and Neuropsychologi-
cation children. Psychology in the Schools, 23(1), 13-23. cal Inventory for Children (CPNI): Preliminary psychomet-
https://doi.org/10.1002/1520-6807%28198601%2923:1% ric characteristics. Behavior Modification, 26(4), 550-566.
3C13::AID-PITS2310230103%3E3.0.CO;2-5. Exclusion https://doi.org/10.1177/0145445502026004007. Exclusion
reason: Not relevant measurement tool reason: No intellectual disability information
Cohen, N. J., Gotlieb, H., Kershner, J., & Wehrspann, W. Copeland, W. E., Simonoff, E., & Stringaris, A. (2016).
(1985). Concurrent validity of the internalizing and exter- Disruptive mood dysregulation disorder in children with
nalizing profile patterns of the Achenbach Child Behavior autism spectrum disorder. Journal of the American Acad-
Checklist. Journal of Consulting & Clinical Psychology, emy of Child and Adolescent Psychiatry, 55 (10 Supplement
53(5), 724-728. Exclusion reason: No intellectual disability 1), S269-S270. https://doi.org/10.1016/j.jaac.2016.07.164.
information Exclusion reason: No intellectual disability information
Cohen, N. J., Kolers, N., & Bradley, S. (1990). Relation Coppola, G., Verrotti, A., Resicato, G., Ferrarelli, S.,
of global ratings of functioning with behaviour and devel- Auricchio, G., Operto, F. F., & Pascotto, A. (2008). Topira-
opment in delayed and disturbed preschoolers. Canadian mate in children and adolescents with epilepsy and mental
Journal of Psychiatry - Revue Canadienne de Psychiatrie, retardation: a prospective study on behavior and cognitive
35(6), 514-518. Exclusion reason: Not relevant outcome effects. Epilepsy & Behavior, 12(2), 253-256. Exclusion rea-
Colmar, S., Maxwell, A., & Miller, L. (2006). Assess- son: Not relevant measurement tool
ing intellectual disability in children: Are IQ measures Cordeiro, L., Abucayan, F., Hagerman, R., Tassone, F., &
sufficient, or even necessary? Australian Journal of Guid- Hessl, D. (2015). Anxiety disorders in fragile X premutation
ance and Counselling, 16(2), 177-188. https://doi.org/10. carriers: Preliminary characterization of probands and non-
1375/ajgc.16.2.177. Exclusion reason: Theoretical article/ probands. Irdr, 4(3), 123-130. https://doi.org/10.5582/irdr.
Comment 2015.01029. Exclusion reason: Results not reported sepa-
Colombo, P., Nobile, M., Tesei, A., Civati, F., Gandoss- rately for children and adolescents
ini, S., Mani, E., . . . D'Angelo, G. (2017). Assessing mental Cordeiro, L., Ballinger, E., Hagerman, R., & Hessl, D.
health in boys with Duchenne muscular dystrophy: Emo- (2011). Clinical assessment of DSM-IV anxiety disorders in
tional, behavioural and neurodevelopmental profile in an fragile X syndrome: Prevalence and characterization. Jour-
Italian clinical sample. European Journal of Paediatric Neu- nal of Neurodevelopmental Disorders, 3(1), 57-67. https://
rology, 21(4), 639-647. https://doi.org/10.1016/j.ejpn.2017. doi.org/10.1007/s11689-010-9067-y. Exclusion reason:
02.007. Exclusion reason: No psychometric information Results not reported separately for children and adolescents
13
Cornish, K., Munir, F., & Wilding, J. (2001). A neuropsy- Cullinan, D., & et al. (1979). Behavior Problems of
chological and behavioural profile of attention deficits in Educationally Handicapped and Normal Pupils. Journal of
fragile X syndrome. [Spanish]. Revista de Neurologia, 33 Abnormal Child Psychology, 7(4), 495-502. Exclusion rea-
Suppl 1, S24-29. Exclusion reason: Conference Abstract son: Published prior to 1980
Cornish, K., Munir, F., & Wilding, J. (2001). [A neu- Cullinan, D., & et al. (1984). Behavior Problems of Men-
ropsychological and behavioural profile of attention deficits tally Retarded and Nonretarded Adolescent Pupils. School
in fragile X syndrome]. Revista de Neurologia, 33 Suppl 1, Psychology Review, 13(3), 381-384. Exclusion reason: No
S24-29. Exclusion reason: Duplicate reference psychometric information
Costenbader, V. K., & Keller, H. R. (1990). Behavioral Cullinan, D., Gadow, K. D., & Epstein, M. H. (1987).
ratings of emotionally handicapped, learning disabled, and Psychotropic drug treatment among learning-disabled, edu-
nonreferred children: Scale and source consistency. Journal cable mentally retarded, and seriously emotionally disturbed
of Psychoeducational Assessment, 8(4), 485-496. https://d oi. students. Journal of Abnormal Child Psychology, 15(4),
org/10.1177/073428299000800404. Exclusion reason: No 469-477. https://doi.org/10.1007/BF00917234. Exclusion
psychometric information reason: Outcome: psychopharmacology
Coughlin, M., Sharry, J., Fitzpatrick, C., Guerin, S., & Cullinan, D., Schultz, R. M., Epstein, M. H., & Luebke,
Drumm, M. (2009). A controlled clinical evaluation of the J. F. (1984). Behavior problems of handicapped adolescent
Parents Plus Children's Programme: a video-based pro- female students. Journal of Youth and Adolescence, 13(1),
gramme for parents of children aged 6 to 11 with behav- 57-64. https://doi.org/10.1007/BF02088653. Exclusion rea-
ioural and developmental problems. Clinical Child Psychol- son: Wrong patient population
ogy & Psychiatry, 14(4), 541-558. https://doi.org/10.1177/ Curfs, L. M., Verhulst, F. C., & Fryns, J. P. (1991).
1359104509339081. Exclusion reason: No psychometric Behavioral and emotional problems in youngsters with
information Prader-Willi syndrome. Genetic Counseling, 2(1), 33-41.
Coutinho, V., Kemlin, I., Dorison, N., Billette de Ville- Exclusion reason: Results not reported separately for chil-
meur, T., Rodriguez, D., & Dellatolas, G. (2016). Neuropsy- dren and adolescents
chological evaluation and parental assessment of behavioral Curry, J. F., & Thompson, R. J. (1982). Patterns of behav-
and motor difficulties in children with neurofibromatosis ioral disturbance in developmentally disabled children: A
type 1. Research in Developmental Disabilities, 48, 220- replicated cluster analysis. Journal of Pediatric Psychology,
230. https://doi.org/10.1016/j.ridd.2015.11.010. Exclusion 7(1), 61-73. https://d oi.o rg/1 0.1 093/j pepsy/7 .1.6 1. Exclusion
reason: Wrong patient population reason: No intellectual disability information
Cowell, D. (1993). Screening for behaviour problems Cuskelly, M., & Dadds, M. (1992). BEHAVIORAL-
in a school for pupils with moderate learning difficulties. PROBLEMS IN CHILDREN WITH DOWNS-SYN-
AEP (Association of Educational Psychologists) Journal, DROME AND THEIR SIBLINGS. Journal of Child
9(2), 105-110. Exclusion reason: No intellectual disability Psychology and Psychiatry and Allied Disciplines, 33(4),
information 749-761. https://doi.org/10.1111/j.1469-7610.1992.tb009
Crews, W. D., Jr., Bonaventura, S., & Rowe, F. (1994). 10.x. Exclusion reason: Duplicate reference
Dual diagnosis: prevalence of psychiatric disorders in a large Cuskelly, M., & Dadds, M. (1992). Behavioural prob-
state residential facility for individuals with mental retarda- lems in children with Down's syndrome and their siblings.
tion. American Journal of Mental Retardation, 98(6), 724- Journal of Child Psychology & Psychiatry & Allied Disci-
731. Exclusion reason: Not relevant outcome plines, 33(4), 749-761. Exclusion reason: No psychometric
Cullinan, D., & Epstein, M. H. (1985). Adjustment prob- information
lems of mildly handicapped and nonhandicapped students. Cuskelly, M., & Gunn, P. (1993). Maternal reports of
RASE: Remedial & Special Education, 6(2), 5-11. https:// behavior of siblings of children with Down syndrome.
doi.org/10.1177/074193258500600203. Exclusion reason: American Journal of Mental Retardation, 97(5), 521-529.
No psychometric information Exclusion reason: Not relevant outcome
Cullinan, D., Epstein, M. H., & Lloyd, J. (1981). School Dagnan, D. (2011). Phobias and anxiety-related problems
behavior problems of learning disabled and normal girls and in mental retardation and developmental disabilities. Hand-
boys. Learning Disability Quarterly, 4(2), 163-169. https:// book of child and adolescent anxiety disorders, 435-446.
doi.org/10.2307/1511001. Exclusion reason: Wrong patient https://doi.org/10.1007/978-1-4419-7784-7_29. Exclusion
population reason: Theoretical article/Comment
Cullinan, D., Epstein, M. H., & Olinger, E. (1983). School Dale, N., Salt, A., Sakkalou, E., Glew, S., Eriksson, M.,
behavior problems of mentally retarded and normal females. & Clarkson, H. (2018). Investigation of a new social com-
Mental Retardation & Learning Disability Bulletin, 11(3), munication observation schedule for assessment of autism
104-109. Exclusion reason: No psychometric information spectrum disorder in young children with profound-severe
13
visual impairment. Developmental Medicine and Child Neu- Autism Spectrum Disorders, 5(1), 324-329. https://doi.org/
rology, 60 (Supplement 2), 13. https://d oi.o rg/1 0.1 111/d mcn. 10.1016/j.rasd.2010.04.015. Exclusion reason: No intellec-
13789. Exclusion reason: Not relevant measurement tool tual disability information
Dall'Oglio, A. M., Rossiello, B., Coletti, M. F., Caselli, de Bildt, A., Kraijer, D., Sytema, S., & Minderaa, R.
M. C., Rava, L., di Ciommo, V., . . . Pasqualetti, P. (2010). (2005). The psychometric properties of the Vineland Adap-
Developmental evaluation at age 4: Validity of an Italian tive Behavior Scales in children and adolescents with mental
parental questionnaire. Journal of Paediatrics and Child retardation. Journal of Autism & Developmental Disorders,
Health, 46(7-8), 419-426. https://doi.org/10.1111/j.1440- 35(1), 53-62. Exclusion reason: Not relevant measurement
1754.2010.01748.x. Exclusion reason: Not relevant meas- tool
urement tool de Bildt, A., Mulder, E. J., Hoekstra, P. J., van Lang, N.
Danielsson, S., Viggedal, G., Steffenburg, S., Rydenhag, D. J., Minderaa, R. B., & Hartman, C. A. (2009). Validity
B., Gillberg, C., & Olsson, I. (2009). Psychopathology, of the Children's Social Behavior Questionnaire (CSBQ) in
psychosocial functioning, and IQ before and after epilepsy children with intellectual disability: comparing the CSBQ
surgery in children with drug-resistant epilepsy. Epilepsy & with ADI-R, ADOS, and clinical DSM-IV-TR classifica-
Behavior, 14(2), 330-337. https://doi.org/10.1016/j.yebeh. tion. Journal of Autism & Developmental Disorders, 39(10),
2008.10.023. Exclusion reason: Results not reported sepa- 1464-1470. https://doi.org/10.1007/s10803-009-0764-x.
rately for children and adolescents Exclusion reason: Not relevant measurement tool
Danov, S. E., Tervo, R., Meyers, S., & Symons, F. J. de Bildt, A., Mulder, E. J., Scheers, T., Minderaa, R.
(2012). Using functional analysis methodology to evalu- B., & Tobi, H. (2006). Pervasive developmental disorder,
ate effects of an atypical antipsychotic on severe problem behavior problems, and psychotropic drug use in children
behavior. Journal of Mental Health Research in Intellec- and adolescents with mental retardation. Pediatrics, 118(6),
tual Disabilities, 5(3-4), 286-308. https://doi.org/10.1080/ E1860-E1866. https://doi.org/10.1542/peds.2005-3101.
19315 8 64. 2 011. 5 94976. Exclusion reason: Outcome: Exclusion reason: No psychometric information
psychopharmacology de Bildt, A., Sytema, S., Kraijer, D., Sparrow, S., &
Daraiseh, N. M., Summerville, L. A., Lin, L., Tucker, D., Minderaa, R. (2005). Adaptive functioning and behaviour
Hill, A. K., Salisbury, K., & Lind, M. A. (2018). Selection of problems in relation to level of education in children and
employee personal protective equipment based on aggressive adolescents with intellectual disability. Journal of Intellec-
behavior in pediatric neuropsychiatry. Developmental Neu- tual Disability Research, 49(9), 672-681. Exclusion reason:
rorehabilitation, 21(1), 32-39. https://d oi.o rg/1 0.1 080/1 7518 No psychometric information
423.2016.1238968. Exclusion reason: Not relevant outcome de Boer, L., Röder, I., & Wit, J. M. (2006). Psychosocial,
Daveney, J., Hassiotis, A., Katona, C., Matcham, F., & cognitive, and motor functioning in patients with suspected
Sen, P. (2019). Ascertainment and Prevalence of Post-Trau- Sotos syndrome: a comparison between patients with and
matic Stress Disorder (PTSD) in People with Intellectual without NSD1 gene alterations. Developmental Medicine &
Disabilities. Journal of Mental Health Research in Intellec- Child Neurology, 48(7), 582-588. Exclusion reason: Wrong
tual Disabilities, 12(3-4), 211-233. https://doi.org/10.1080/ patient population
19315864.2019.1637979. Exclusion reason: Review De Bruin, E. I., Ferdinand, R. F., Meester, S., De Nijs, P.
David, M., Dieterich, K., de Villemeur, A., Jouk, P., F. A., & Verheij, F. (2007). High rates of psychiatric co-mor-
Counillon, J., Larroque, B., . . . Cans, C. (2014). Prevalence bidity in PDD-NOS. Journal of Autism and Developmental
and characteristics of children with mild intellectual dis- Disorders, 37(5), 877-886. https://doi.org/10.1007/s10803-
ability in a French county. Journal of Intellectual Disability 006-0215-x. Exclusion reason: Wrong patient population
Research, 58(7), 591-602. https://doi.org/10.1111/jir.12057. de Ruiter, K. P., Dekker, M. C., Douma, J. C., Verhulst,
Exclusion reason: Not relevant measurement tool F. C., & Koot, H. M. (2008). Development of parent- and
Davidsson, M., Hult, N., Gillberg, C., Sarneo, C., Gill- teacher-reported emotional and behavioural problems in
berg, C., & Billstedt, E. (2017). Anxiety and depression in young people with intellectual disabilities: Does level of
adolescents with ADHD and autism spectrum disorders; intellectual disability matter? Journal of Applied Research
correlation between parent- and self-reports and with atten- in Intellectual Disabilities, 21(1), 70-80. Exclusion reason:
tion and adaptive functioning. Nordic Journal of Psychia- No psychometric information
try, 71(8), 614-620. https://d oi.o rg/1 0.1 080/0 80394 88.2 017. De Smedt, B., Devriendt, K., Fryns, J., Vogels, A., Gewil-
1367840. Exclusion reason: Wrong patient population lig, M., & Swillen, A. (2007). Intellectual abilities in a large
Davis, T. E., Moree, B. N., Dempsey, T., Reuther, E. T., sample of children with Velo-Cardio-Facial Syndrome: an
Fodstad, J. C., Hess, J. A., . . . Matson, J. L. (2011). The update. Journal of Intellectual Disability Research, 51(9),
relationship between autism spectrum disorders and anxi- 666-670. Exclusion reason: No psychometric information
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13
de Vries, P. J., Belousova, E., Benedik, M. P., Carter, T., psychiatric disorders in adolescents with mental retarda-
Cottin, V., Curatolo, P., . . . O’Callaghan, F. (2018). TSC- tion and other development disabilities. Research in Devel-
associated neuropsychiatric disorders (TAND): findings opmental Disabilities, 15(2), 151-165. Exclusion reason:
from the TOSCA natural history study. Orphanet Journal Wrong patient population
Of Rare Diseases, 13(1), N.PAG-N.PAG. https://doi.org/10. Demb, H. B., Brier, N., Huron, R., & Tomor, E. (1994).
1186/s 13023-0 18-0 901-8. Exclusion reason: No psychomet- The Adolescent Behavior Checklist: Normative data and
ric information sensitivity and specificity of a screening tool for diagnosable
de Wolff, M. S., Theunissen, M. H., Vogels, A. G., & Rei- psychiatric disorders in adolescents with mental retardation
jneveld, S. A. (2013). Three questionnaires to detect psycho- and other developmental disabilities. Research in Develop-
social problems in toddlers: a comparison of the BITSEA, mental Disabilities, 15(2), 151-165. https://d oi.o rg/1 0.1 016/
ASQ:SE, and KIPPPI. Academic pediatrics, 13(6), 587-592. 0891-4222%2894%2990019-1. Exclusion reason: Wrong
https://doi.org/10.1016/j.acap.2013.07.007. Exclusion rea- patient population
son: Wrong patient population Demb, H. B. B. N. H. R. T. E. (1994). Adolescent Behav-
Dekker, M. C., & Koot, H. M. (2003). DSM-IV Disorders ior Checklist. In.Descheemaeker, M. J., Vogels, A., Govers,
in Children With Borderline to Moderate Intellectual Dis- V., Borghgraef, M., Willekens, D., Swillen, A., . . . Fryns,
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ican Academy of Child & Adolescent Psychiatry, 42(8), 923- behavioural and psychiatric spectrum. Journal of Intellec-
931. https://d oi.o rg/1 0.1 097/0 1.C
HI.0 00004 6891.2 7264.C
1. tual Disability Research, 46(Pt 1), 41-50. Exclusion reason:
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Dekker, M. C., & Koot, H. M. (2004). Problems with Di Nuovo, S. F., & Buono, S. (2007). Psychiatric syn-
emotions and behaviour in young people with intellectual dromes comorbid with mental retardation: Differences
disability. Kind en Adolescent, 25(3), 211-223. https://doi. in cognitive and adaptive skills. Journal of Psychiatric
org/10.1007/BF03060916. Exclusion reason: Article in for- Research, 41(9), 795-800. https://doi.org/10.1016/j.jpsyc
eign language/not accessible language hires.2006.02.011. Exclusion reason: No psychometric
Dekker, M. C., Nunn, R., & Koot, H. M. (2002). Psycho- information
metric properties of the revised Developmental Behaviour Di Nuovo, S. F., Buono, S., Colucci, G., & Pellicciotta,
Checklist scales in Dutch children with intellectual disability A. (2004). Psychopathology and mental retardation: a study
[corrected] [published erratum appears in J INTELLECT using the Rorschach Inkblot Test. Psychological Reports,
DISABIL RES 2002 Mar;46(part 3):285]. Journal of Intel- 94(3 Pt 2), 1313-1321. Exclusion reason: Results not
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No psychometric information Dickson, K., Emerson, E., & Hatton, C. (2005). Self-
Dekker, M. C., Nunn, R. J., Einfeld, S. E., Tonge, B. J., reported anti-social behaviour: Prevalence and risk factors
& Koot, H. M. (2002). Assessing Emotional and Behavioral amongst adolescents with and without intellectual disability.
Problems in Children with Intellectual Disability: Revisiting Journal of Intellectual Disability Research, 49(11), 820-826.
the Factor Structure of the Developmental Behaviour Check- https://doi.org/10.1111/j.1365-2788.2005.00727.x. Exclu-
list. Journal of Autism and Developmental Disorders, 32(6), sion reason: No psychometric information
601-610. Exclusion reason: Duplicate reference Dietz, K. R., Lavigne, J. V., Arend, R., & Rosenbaum, D.
Delamater, A. M., & Lahey, B. B. (1983). Physiological (1997). Relation between intelligence and psychopathology
correlates of conduct problems and anxiety in hyperactive among preschoolers. Journal of Clinical Child Psychology,
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Psychology, 11(1), 85-100. https://doi.org/10.1007/BF009 Dietz, S., & Montague, M. (2006). Attention deficit
12180. Exclusion reason: No psychometric information hyperactivity disorder comorbid with emotional and behav-
Delforterie, M., Hesper, B., & Didden, R. (2018). Psy- ioral disorders and learning disabilities in adolescents.
chometric properties of the dynamic risk outcome scales Exceptionality, 14(1), 19-33. https://doi.org/10.1207/s1532
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derline intellectual functioning and externalizing behaviour DiLorenzo, T. M., & Michelson, L. (1982). Psychometric
problems. Journal of Applied Research in Intellectual Dis- properties of the Behavioral Assertiveness Test for Children
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jar.12546. Exclusion reason: Results not reported separately https://doi.org/10.1300/J019v04n04_06. Exclusion reason:
for children and adolescents Not relevant outcome
Demb, H. B., Brier, N., Huron, R., & Tomor, E. (1994). Dinya, E., Csorba, J., Suli, A., & Grosz, Z. (2012).
The Adolescent Behavior Checklist: normative data and sen- Behaviour profile of Hungarian adolescent outpatients with
sitivity and specificity of a screening tool for diagnosable a dual diagnosis. Research in Developmental Disabilities,
13
33(5), 1574-1580. https://doi.org/10.1016/j.r idd.2012.03. Einfeld, S., & Tonge, J. (1996). Population prevalence
001. Exclusion reason: No psychometric information of psychopathology in children and adolescents with intel-
Doan, T., Ware, R., McPherson, L., van Dooren, K., lectual disability: I. Rationale and methods. Journal of Intel-
Bain, C., Carrington, S., . . . Lennox, N. (2014). Psycho- lectual Disability Research, 40(2), 91-98. https://doi.org/10.
tropic medication use in adolescents with intellectual dis- 1111/j.1365-2788.1996.tb00610.x. Exclusion reason: Theo-
ability living in the community. Pharmacoepidemiology & retical article/Comment
Drug Safety, 23(1), 69-76. https://d oi.o rg/1 0.1 002/p ds.3 484. Einfeld, S. L., Piccinin, A. M., Mackinnon, A., Hofer,
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Dodd, H. F., & Porter, M. A. (2009). Psychopathology chopathology in young people with intellectual disabil-
in Williams syndrome: The effect of individual differences ity. JAMA: Journal of the American Medical Association,
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Intellectual Disabilities, 2(2), 89-109. https://doi.org/10. 1981. Exclusion reason: No psychometric information
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metric information Tonge, B. J. (1999). Behavior and emotional disturbance
Dossetor, D., White, D., & Whatson, L. (2011). Estab- in Prader-Willi syndrome. American Journal of Medical
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(ID): Identifying factors that impede training and service Einfeld, S. L., & Tonge, B. (1999). Observations on the
development. Journal of Paediatrics and Child Health, use of the ICD-10 Guide for Mental Retardation. Journal
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in children with autism spectrum disorder with and with- clinical assessment of psychopathology in developmen-
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population Einfeld, S. L., & Tonge, B. J. (1996). Population preva-
Doyle, A., Ostrander, R., Skare, S., Crosby, R. D., & lence of psychopathology in children and adolescents with
August, G. J. (1997). Convergent and criterion-related valid- intellectual disability: II. Epidemiological findings. Journal
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276-284. https://doi.org/10.1207/s15374424jccp2603_6. Einfeld, S. L., Tonge, B. J., & Florio, T. (1994). BEHAV-
Exclusion reason: No intellectual disability information IORAL AND EMOTIONAL DISTURBANCE IN FRAG-
Dumont, E., Kroes, D., Korzilius, H., Didden, R., & ILE-X-SYNDROME. American Journal of Medical Genet-
Rojahn, J. (2014). Psychometric properties of a Dutch ics, 51(4), 386-391. https://doi.org/10.1002/ajmg.13205
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https:// d oi. o rg/ 1 0. 1 016/j. r idd. 2 014. 0 1. 0 03. Exclusion ioural and emotional disturbance in fragile X syndrome.
reason: Results not reported separately for children and American Journal of Medical Genetics, 51(4), 386-391.
adolescents Exclusion reason: No psychometric information
Dykens, E. M., & Kasari, C. (1997). Maladaptive behav- Einfeld, S. L., Tonge, B. J., & Florio, T. (1997). Behavio-
ior in children with Prader-Willi syndrome, Down syndrome, ral and emotional disturbance in individuals with Williams
and nonspecific mental retardation. American Journal on syndrome. American Journal of Mental Retardation, 102(1),
Mental Retardation, 102(3), 228-237. https://doi.org/10. 45-53. Exclusion reason: No psychometric information
1352/0895-8017(1997)102<0228:MBICWP>2.0.CO;2. Einfeld, S. L. T. B. J. (1995). Developmental Behavior
Exclusion reason: No psychometric information Checklist. In.
Einfeld, S., Tonge, B., Turner, G., Parmenter, T., & Einfeld, S. L. T. B. J. (1995). Developmental Behavior
Smith, A. (1999). Longitudinal course of behavioural and Checklist--Teachers Version. In.
emotional problems of young persons with Prader-Willi, Eklund, H., Findon, J., Cadman, T., Hayward, H., Mur-
Fragile X, Williams and Down syndromes. Journal of Intel- phy, D., Asherson, P., . . . Xenitidis, K. (2018). Needs of ado-
lectual & Developmental Disability, 24(4), 349-354. Exclu- lescents and young adults with neurodevelopmental disor-
sion reason: No psychometric information ders: Comparisons of young people and parent perspectives.
13
Journal of Autism and Developmental Disorders, 48(1), Developmental Disabilities, 22(1), 77-93. https://d oi.o rg/1 0.
83-91. https://doi.org/10.1007/s10803-017-3295-x. Exclu- 1016/S 0891-4 222%2 800%2 90006 1-5. Exclusion reason: No
sion reason: No intellectual disability information psychometric information
Elander, J., & Rutter, M. (1996). Use and development Emser, T. S., Mazzucchelli, T. G., Christiansen, H., &
of the Rutter parents' and teachers' scales. International Sanders, M. R. (2016). Child Adjustment and Parent Effi-
Journal of Methods in Psychiatric Research, 6(2), 63-78. cacy Scale-Developmental Disability (CAPES-DD): First
https://doi.org/10.1002/(sici)1234-988x(199607)6:2<63:: psychometric evaluation of a new child and parenting
Aid-mpr151>3.3.Co;2-m. Exclusion reason: Review assessment tool for children with a developmental disabil-
Elliott, S. N., & McKinnie, D. M. (1994). Relationships ity. Research in Developmental Disabilities, 53-54, 158-177.
and differences among social skills, problem behaviors, and https://doi.org/10.1016/j.ridd.2015.09.006. Exclusion rea-
academic competence for mainstreamed learning-disabled son: Wrong patient population
and nonhandicapped students. Canadian Journal of School Epstein, M. H. (1999). The development and validation
Psychology, 10(1), 1-14. https://doi.org/10.1177/08295 of a scale to assess the emotional and behavioral strengths of
7359401000102. Exclusion reason: No intellectual disabil- children and adolescents. Remedial and Special Education,
ity information 20(5), 258-263. https://doi.org/10.1177/074193259902000
Embregts, P., Didden, R., Huitink, C., & Schreuder, N. 501. Exclusion reason: Not relevant measurement tool
(2009). Contextual variables affecting aggressive behaviour Epstein, M. H., & Cullinan, D. (1984). Behavior prob-
in individuals with mild to borderline intellectual disabilities lems of mildly handicapped and normal adolescents. Journal
who live in a residential facility. Journal of Intellectual Dis- of Clinical Child Psychology, 13(1), 33-37. https://doi.org/
ability Research, 53(3), 255-264. https://doi.org/10.1111/j. 10.1080/15374418409533166. Exclusion reason: No psy-
1365-2788.2008.01132.x. Exclusion reason: Results not chometric information
reported separately for children and adolescents Epstein, M. H., Cullinan, D., & Bursuck, W. D. (1985).
Embregts, P. J. (2000). Reliability of the Child Behav- Prevalence of behavior problems among learning disabled
ior Checklist for the assessment of behavioral problems of and nonhandicapped students. Mental Retardation & Learn-
children and youth with mild mental retardation. Research ing Disability Bulletin, 13(1), 30-39. Exclusion reason: No
in Developmental Disabilities, 21(1), 31-41. https://doi.org/ psychometric information
10.1016/S0891-4222%2899%2900028-1. Exclusion reason: Epstein, M. H., Cullinan, D., & Nieminen, G. (1984).
Wrong patient population Social behavior problems of learning disabled and normal
Emerson, E. (2003). Prevalence of psychiatric disorders girls. Journal of Learning Disabilities, 17(10), 609-611.
in children and adolescents with and without intellectual https://doi.org/10.1177/002221948401701007. Exclusion
disability. Journal of Intellectual Disability Research, 47(1), reason: No intellectual disability information
51-58. Exclusion reason: No psychometric information Epstein, M. H., Cullinan, D., & Polloway, E. A. (1986).
Emerson, E. (2005). Use of the Strengths and Difficul- Patterns of maladjustment among mentally retarded children
ties Questionnaire to access the mental health needs of chil- and youth. American Journal of Mental Deficiency, 91(2),
dren and adolescents with intellectual disabilities. Journal 127-134. Exclusion reason: No psychometric information
of Intellectual & Developmental Disability, 30(1), 14-23. Epstein, M. H., & et al. (1983). Behavior Problem Pat-
Exclusion reason: Duplicate reference terns among the Learning Disabled: Boys Aged 6-11. Learn-
Emerson, E., Einfeld, S., Stancliffe, R. J., Emerson, E., ing Disability Quarterly, 6(3), 305-311. Exclusion reason:
Einfeld, S., & Stancliffe, R. J. (2010). The mental health of Wrong patient population
young children with intellectual disabilities or borderline Esbensen, A., & Hoffman, E. (2017). Reliability of parent
intellectual functioning. Social Psychiatry & Psychiatric report measures of sleep in children with Down syndrome.
Epidemiology, 45(5), 579-587. https://doi.org/10.1007/ Journal of Intellectual Disability Research, 61(3), 210-220.
s00127-009-0100-y. Exclusion reason: No psychometric https://d oi.o rg/1 0.1 111/j ir.1 2315. Exclusion reason: Not rel-
information evant measurement tool
Emerson, E., Felce, D., & Stancliffe, R. J. (2013). Issues Esbensen, A. J., Rojahn, J., Aman, M. G., & Ruedrich,
Concerning Self-Report Data and Population-Based Data S. (2003). Reliability and validity of an assessment instru-
Sets Involving People With Intellectual Disabilities. Intellec- ment for anxiety, depression, and mood among individuals
tual and Developmental Disabilities, 51(5), 333-348. https:// with mental retardation. Journal of Autism and Develop-
doi.org/10.1352/1934-9556-51.5.333. Exclusion reason: mental Disorders, 33(6), 617-629. https://d oi.o rg/1 0.1 023/b:
Theoretical article/Comment Jadd.0000005999.27178.55. Exclusion reason: Results not
Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, reported separately for children and adolescents
H., Swarbrick, R., . . . Hatton, C. (2001). The prevalence of Esbensen, A. J., Seltzer, M. M., Greenberg, J. S., & Ben-
challenging behaviors: A total population study. Research in son, B. A. (2005). Psychometric evaluation of a self-report
13
measure of depression for individuals with mental retar- children. Journal of Abnormal Child Psychology, 21(1),
dation. American Journal on Mental Retardation, 110(6), 1-11. https://doi.org/10.1007/BF00910485. Exclusion rea-
469-481. https://doi.org/10.1352/0895-8017(2005)110[469: son: Wrong patient population
Peoasm]2.0.Co;2. Exclusion reason: Results not reported Feinstein, C., Kaminer, Y., Barrett, R. P., & Tylenda,
separately for children and adolescents B. (1988). The assessment of mood and affect in develop-
Esteba-Castillo, S., Torrents-Rodas, D., Garcia-Alba, J., mentally disabled children and adolescents: The Emotional
Ribas-Vidal, N., & Novell-Alsina, R. (2018). Translation Disorders Rating Scale. Research in Developmental Disa-
and validation of the Spanish version of the Health of the bilities, 9(2), 109-121. https://doi.org/10.1016/0891-4222%
Nation Outcome Scales for People with Learning Disabili- 2888%2990045-5. Exclusion reason: Results not reported
ties (HoNOS-LD). Revista de Psiquiatria y Salud Mental, separately for children and adolescents
11(3), 141-150. https://d oi.o rg/1 0.1 016/j.r psm.2 016.1 1.0 02. Fertrin, K. Y., Goncalves, M. S., Saad, S. T. O., & Costa,
Exclusion reason: Adult population F. F. (2002). Problem behavior in boys with fragile X syn-
Evans, E., Mowat, D., Wilson, M., & Einfeld, S. (2016). drome. American Journal of Medical Genetics, 108(2), 105-
Sleep disturbance in Mowat-Wilson syndrome. American 116. https://doi.org/10.1002/ajmg.10216. Exclusion reason:
Journal of Medical Genetics. Part A, 170(3), 654-660. No psychometric information
https://doi.org/10.1002/ajmg.a.37502. Exclusion reason: Fidan, T., Kirpinar, I., Oral, M., & Kocak, K. (2011). Is
Results not reported separately for children and adolescents there a relationship between attention deficit/hyperactivity
Excoffier, E., Vila, G., Taupiac, E., Mouren-Simeoni, disorder and manic symptoms among children with men-
M., & Bouvard, M. (2007). Dimensional approach of social tal retardation of unknown etiology? Comprehensive Psy-
behaviour deficits in children. Preliminary validation study chiatry, 52(6), 644-649. https://doi.org/10.1016/j.compp
of the French version of the Children's Social Behaviour sych.2 010.1 1.0 07. Exclusion reason: No psychometric
Questionnaire (CSBQ). L'Encephale: Revue de psychiatrie information
clinique biologique et therapeutique, 33(4, Pt 1), 585-591. Fidler, D. J., Most, D. E., Booth-LaForce, C., & Kelly, J.
https://doi.org/10.1016/S0013-7006%2807%2992057-6. F. (2006). Temperament and behaviour problems in young
Exclusion reason: Wrong patient population children with Down syndrome at 12, 30, and 45 months.
Ezell, J., Hogan, A., Fairchild, A., Hills, K., Klusek, J., Down Syndrome: Research & Practice, 10(1), 23-29. Exclu-
Abbeduto, L., & Roberts, J. (2019). Prevalence and Predic- sion reason: Mean age < 4 years
tors of Anxiety Disorders in Adolescent and Adult Males Findling, R. L., Aman, M. G., Eerdekens, M., Derivan,
with Autism Spectrum Disorder and Fragile X Syndrome. A., & Lyons, B. (2004). Long-term, open-label study of ris-
Journal of Autism and Developmental Disorders, 49(3), peridone in children with severe disruptive behaviors and
1131-1141. https://doi.org/10.1007/s10803-018-3804-6. below-average IQ. American Journal of Psychiatry, 161(4),
Exclusion reason: Results not reported separately for chil- 677-684. Exclusion reason: Outcome: psychopharmacology
dren and adolescents Fletcher, R. J., Havercamp, S. M., Ruedrich, S. L.,
Farmer, C. A., & Aman, M. G. (2009). Development of Benson, B. A., Barnhill, L., Cooper, S. A., & Stavrakaki,
the Children's Scale of Hostility and Aggression: Reactive/ C. (2009). Clinical usefulness of the Diagnostic Manual-
Proactive (C-SHARP). Research in Developmental Dis- Intellectual Disability for mental disorders in persons with
abilities, 30(6), 1155-1167. https://doi.org/10.1016/j.r idd. intellectual disability: Results from a brief field survey. The
2009.03.001. Exclusion reason: No intellectual disability Journal of Clinical Psychiatry, 70(7), 967-974. https://doi.
information org/10.4088/JCP.08m04429. Exclusion reason: Results not
Farmer, C. A., & Aman, M. G. (2010). Psychometric reported separately for children and adolescents
properties of the Children's Scale of Hostility and Aggres- Floyd, E. M., Rayfield, A., Eyberg, S. M., & Riley, J. L.,
sion: Reactive/Proactive (C-SHARP). Research in Devel- III. (2004). Psychometric Properties of the Sutter-Eyberg
opmental Disabilities, 31(1), 270-280. https://doi.org/10. Student Behavior Inventory With Rural Middle School and
1016/j.ridd.2009.09.014. Exclusion reason: No intellectual High School Children. Assessment, 11(1), 64-72. https://
disability information doi.org/10.1177/1073191103260945. Exclusion reason: No
Fee, V. E., Matson, J. L., Moore, L. A., & Benavidez, D. intellectual disability information
A. (1993). The differential validity of hperactivity/attention Floyd, F. J., & Zmich, D. E. (1991). Marriage and the par-
deficits and conduct problems among mentally retarded chil- enting partnership: Perceptions and interactions of parents
dren. Journal of Abnormal Child Psychology, 21(1), 1-11. with mentally retarded and typically developing children.
Exclusion reason: Duplicate reference Child Development, 62(6), 1434-1448. https://doi.org/10.
Fee, V. E., Matson, J. L., Moore, L. A., & Benavidez, D. 2307/1130817. Exclusion reason: Not relevant measure-
A. (1993). The differential validity of hyperactivity/atten- ment tool
tion deficits and conduct problems among mentally retarded
13
Foley, K. R., Taffe, J., Bourke, J., Einfeld, S. L., Tonge, 10.1352/0895-8017%282007%29112%5B122:PPOTQA%
B. J., Trollor, J., & Leonard, H. (2016). Young People with 5D2.0.CO;2. Exclusion reason: Wrong patient population
Intellectual Disability Transitioning to Adulthood: Do Friedlander, R. I., & Donnelly, T. (2004). Early-onset
Behaviour Trajectories Differ in Those with and without psychosis in youth with intellectual disability. Journal of
Down Syndrome? PLoS ONE [Electronic Resource], 11(7), Intellectual Disability Research, 48(6), 540-547. https://doi.
e0157667. https://doi.org/10.1371/journal.pone.0157667. org/10.1111/j.1365-2788.2004.00622.x. Exclusion reason:
Exclusion reason: Not relevant outcome Adult population
Fombonne, E., Simmons, H., Ford, T., Meltzer, H., & Friedman, D. H. (1998). Social skills and problem behav-
Goodman, R. (2003). Prevalance of pervasive developmental iors of adolescents with learning disabilities with and with-
disorders in the British nationalwide survey of child mental out attention/impulsivity problems: A comparison of teacher
heath. International Review of Psychiatry, 15(1-2), 158-165. and student perceptions. Dissertation Abstracts Interna-
https://doi.org/10.1080/0954026021000046119. Exclusion tional Section A: Humanities and Social Sciences, 59(5-A),
reason: No psychometric information 1525. Exclusion reason: Not relevant outcome
Fombonne, E., Simmons, H., Ford, T., Meltzer, H., & Frolli, A., Piscopo, S., & Conson, M. (2015). Develop-
Goodman, R. (2003). Prevalence of pervasive developmental mental changes in cognitive and behavioural functioning of
disorders in the British nationwide survey of child mental adolescents with fragile-X syndrome. Journal of Intellectual
health. International Review of Psychiatry, 15(1-2), 158- Disability Research, 59(7), 613-621. https://d oi.o rg/1 0.1 111/
165. Exclusion reason: Duplicate reference jir.12165. Exclusion reason: No psychometric information
Forster, S., Gray, K. M., Taffe, J., Einfeld, S. L., & Tonge, Gabis, L. V., Shilon-Hadass, A., Misgav-Tzuberi, N., Sof-
B. J. (2011). Behavioural and emotional problems in people rin, R., & Shefer, S. (2010). Evaluation of ability and comor-
with severe and profound intellectual disability. Journal of bidity in children with cerebral palsy. Annals of Neurology,
Intellectual Disability Research, 55, 190-198. https://doi. 14), S100. https://doi.org/10.1002/ana.22199. Exclusion
org/10.1111/j.1365-2788.2010.01373.x. Exclusion reason: reason: Conference abstract
No psychometric information Gabriels, R. L., Cuccaro, M. L., Hill, D. E., Ivers, B.
Fox, R. A., Keller, K. M., Grede, P. L., & Bartosz, A. M. J., & Goldson, E. (2005). Repetitive behaviors in autism:
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ridd.2006.02.001. Exclusion reason: Mean age < 4 years patient population
Franzese, A., Mozzillo, E., Zito, E., Ferrentino, R. I., De Gadow, K. D., DeVincent, C. J., Pomeroy, J., & Azizian,
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performances. Hormone research in paediatrics, 1), 322. of Autism and Developmental Disorders, 34(4), 379-393.
Exclusion reason: Conference abstract https://doi.org/10.1023/B:JADD.0000037415.21458.93.
Fraser, W. I., Leudar, I., Gray, J., & Campbell, I. (1986). Exclusion reason: Wrong patient population
Psychiatric and behaviour disturbance in mental handicap. Gadow, K. D., Devincent, C. J., Pomeroy, J., & Azizian,
Journal of Mental Deficiency Research, 30(Pt 1), 49-57. A. (2005). Comparison of DSM-IV symptoms in elementary
Exclusion reason: Adult population school-age children with PDD versus clinic and community
Freeman, B. J., Ritvo, E. R., Tonick, I., Guthrie, D., & samples. Autism, 9(4), 392-415. https://doi.org/10.1177/
Schroth, P. (1981). Behavior observation system for autism: 1362361305056079. Exclusion reason: No intellectual dis-
analysis of behaviors among autistic, mentally retarded, and ability information
normal children. Psychological Reports, 49(1), 199-208. Gadow, K. D., Sprafkin, J., & Nolan, E. E. (2001). DSM-
Exclusion reason: Not relevant measurement tool IV symptoms in community and clinic preschool children.
Freeman, K., Williams, T. I., Farran, E., & Brown, J. Journal of the American Academy of Child & Adolescent
(2010). Williams Syndrome: The extent of agreement Psychiatry, 40(12), 1383-1392. https://doi.org/10.1097/
between parent and self report of psychological. The Euro- 00004583-200112000-00008. Exclusion reason: No intel-
pean Journal of Psychiatry, 24(3), 167-175. https://doi.org/ lectual disability information
10.4321/S0213-61632010000300005. Exclusion reason: Gagliardi, C., Martelli, S., Tavano, A., & Borgatti, R.
Results not reported separately for children and adolescents (2011). Behavioural features of Italian infants and young
Freeman, K. A., Walker, M., & Kaufman, J. (2007). adults with Williams-Beuren syndrome. Journal of Intellec-
Psychometric properties of the Questions About Behav- tual Disability Research, 55(2), 121-131. https://doi.org/10.
ioral Function Scale in a child sample. American Journal 1111/j.1365-2788.2010.01376.x. Exclusion reason: Results
on Mental Retardation, 112(2), 122-129. https://doi.org/ not reported separately for children and adolescents
13
Gajar, A. H., & Hale, R. L. (1982). Factor analysis of the Research in Developmental Disabilities, 30(6), 1297-1305.
Quay-Peterson Behavior Problem Check-list across racially https://doi.org/10.1016/j.ridd.2009.05.006. Exclusion rea-
different exceptional children. The Journal of Psychology: son: No intellectual disability information
Interdisciplinary and Applied, 112(2), 287-293. https://doi. Gillberg, C. (1987). Associated neuropsychiatric prob-
org/1 0.1 080/0 02239 80.1 982.9 91538 6. Exclusion reason: No lems in Swedish school children with mild mental retarda-
intellectual disability information tion. Upsala Journal of Medical Sciences - Supplement, 44,
Galera, C., Taupiac, E., Fraisse, S., Naudion, S., Tous- 111-114. Exclusion reason: Duplicate reference
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Socio-behavioral characteristics of children with Rubinstein- lems in Swedish school children with mild mental retarda-
Taybi syndrome. Journal of Autism & Developmental Dis- tion. Upsala journal of medical sciences, Supplement. 44,
orders, 39(9), 1252-1260. https://doi.org/10.1007/s10803- 111-114. Exclusion reason: Not relevant outcome
009-0733-4. Exclusion reason: No intellectual disability Giltaij, H. P., Sterkenburg, P. S., & Schuengel, C. (2016).
information Adaptive behaviour, comorbid psychiatric symptoms, and
Gallegos, J., Langley, A., & Villegas, D. (2012). Anxiety, attachment disorders. Advances in Mental Health & Intel-
Depression, and Coping Skills among Mexican School Chil- lectual Disabilities, 10(1), 82-91. https://doi.org/10.1108/
dren: A Comparison of Students with and without Learning AMHID-07-2015-0035. Exclusion reason: Printed books;
Disabilities. Learning Disability Quarterly, 35(1), 54-61. Gimpel, G. A. (1996). Construct validation of the
Exclusion reason: Wrong patient population Devereux Behavior Rating Scale--School Form and the
Gallo, F. J. (2009). Executive functions in young children Devereux Scales of Mental Disorders. Dissertation Abstracts
with Williams syndrome. Dissertation Abstracts Interna- International Section A: Humanities and Social Sciences,
tional: Section B: The Sciences and Engineering, 70(6-B), 56(8-A), 3056. Exclusion reason: Duplicate reference
3808. Exclusion reason: Not relevant outcome Gimpel, G. A., & Nagle, R. J. (1999). Psychometric prop-
Gardiner, E., Miller, A. R., & Lach, L. M. (2020). Topog- erties of the Devereux Scales of Mental Disorders. Journal
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Child: Care, Health and Development, 46(1), 149-153. No intellectual disability information
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psychometric information E. (2011). Kiddie-SADS reveals high rates of DSM-IV dis-
Gardner, L. M., Campbell, J. M., Bush, A. J., & Mur- orders in children and adolescents with autism spectrum
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reason: Adult population A. M., & Sponheim, E. (2015). Exploring the agreement
Garner, K. S. (2015). Comparison of the behavior of between questionnaire information and DSM-IV diagnoses
individuals with early-onset morbid obesity and prader-willi of comorbid psychopathology in children with autism spec-
syndrome using the behavior assessment system for children, trum disorders. Autism, 19(4), 433-442. https://doi.org/10.
second edition. Dissertation Abstracts International: Section 1177/1362361314526003. Exclusion reason: Wrong patient
B: The Sciences and Engineering, 75(7-B(E)), No Pagina- population
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Gath, A., & Gumley, D. (1986). Behaviour problems & Coates, L. (2003). Detecting emotional and behavioural
in retarded children with special reference to Down's Syn- problems in paediatric clinics. Child: Care, Health & Devel-
drome. The British Journal of Psychiatry, 149, 156-161. opment, 29(2), 141-149. Exclusion reason: Wrong patient
https://doi.org/10.1192/bjp.149.2.156. Exclusion reason: population
No psychometric information Glenn, S., Cunningham, C., Nananidou, A., Prasher, V.,
Gerber, M. L. (2001). Prader-Wwilli syndrome: Emo- & Glenholmes, P. (2015). Routinised and compulsive-like
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tional: Section B: The Sciences and Engineering, 62(1-B), https://doi.org/10.1111/jir.12199. Exclusion reason: Adult
547. Exclusion reason: No psychometric information population
Giarelli, E., Clarke, D. L., Catching, C., & Ratcliffe, S. J. Gobrial, E., & Raghavan, R. (2012). Prevalence of anxi-
(2009). Developmental disabilities and behavioral problems ety disorder in children and young people with intellectual
among school children in the Western Cape of South Africa. disabilities and autism. Advances in Mental Health and
13
Intellectual Disabilities, 6(3), 130-140. https://doi.org/10. Problems in Autism. Ajidd-American Journal on Intellectual
1108/20441281211227193. Exclusion reason: No psycho- and Developmental Disabilities, 117(2), 121-133. https://
metric information doi.org/10.1352/1944-7588-117-2.121. Exclusion reason:
Goker, Z., Guney, E., Dinc, G., Hekim, O., & Uneri, O. No psychometric information
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pervasive developmental disorder evaluated in a training and Feeling: The development of a new self-report measure for
research hospital. Cocuk ve Genclik Ruh Sagligi Dergisi, adolescents with intellectual disabilities. Journal of Intel-
21(2), 95-104. Exclusion reason: Article in foreign lan- lectual Disability Research, 60 (7-8), 673. Exclusion reason:
guage/not accessible language Conference abstract
Goldin, R. L., Matson, J. L., & Cervantes, P. E. (2014). Gray, K. M., Piccinin, A. M., Hofer, S. M., Mackin-
The effect of intellectual disability on the presence of non, A., Bontempo, D. E., Einfeld, S. L., . . . Tonge, B.
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8(11), 1552-1556. https://doi.org/10.1016/j.rasd.2014.08. disability and maternal mental health. Research in Devel-
006. Exclusion reason: No psychometric information opmental Disabilities, 32(3), 1194-1204. https://doi.org/10.
Goodman, R., Yude, C., Richards, H., & Taylor, E. 1016/j.ridd.2010.12.044. Exclusion reason: No psychomet-
(1996). Rating child psychiatric caseness from detailed ric information
case histories. Child Psychology & Psychiatry & Allied Green, T., Avda, S., Dotan, I., Zarchi, O., Basel-Vana-
Disciplines, 37(4), 369-379. https://doi.org/10.1111/j.1469- gaite, L., Zalsman, G., . . . Gothelf, D. (2012). Phenotypic
7610.1996.tb01418.x. Exclusion reason: No psychometric psychiatric characterization of children with Williams syn-
information drome and response of those with ADHD to methylpheni-
Goretti, B., Ghezzi, A., Portaccio, E., Lori, S., Zipoli, date treatment. American Journal of Medical Genetics Part
V., Razzolini, L., . . . Amato, M. P. (2010). Fatigue and psy- B-Neuropsychiatric Genetics, 159B(1), 13-20. https://doi.
chosocial issues in children and adolescents with multiple org/10.1002/ajmg.b.31247. Exclusion reason: No psycho-
sclerosis. Multiple Sclerosis, 1), S276. https://doi.org/10. metric information
1177/1352458510383204. Exclusion reason: Wrong patient Green, T., Gothelf, D., Glaser, B., Debbane, M., Frisch,
population A., Kotler, M., . . . Eliez, S. (2009). Psychiatric disorders
Gothelf, D. (2015). Neurodevelopmental risk factors for and intellectual functioning throughout development in
psychosis in 22q11.2 deletion syndrome compared to wil- velocardiofacial (22q11.2 deletion) syndrome. Journal of
liams syndrome. Biological Psychiatry, 1), 150S. Exclusion the American Academy of Child & Adolescent Psychiatry,
reason: Conference abstract 48(11), 1060-1068. https://d oi.o rg/1 0.1 097/C HI.0b013
Gothelf, D., Feinstein, C., Thompson, T., Gu, E., Penni- e3181b76683. Exclusion reason: Wrong patient population
man, L., Van Stone, E., . . . Reiss, A. L. (2007). Risk fac- Green, V. A., O'Reilly, M., Itchon, J., & Sigafoos, J.
tors for the emergence of psychotic disorders in adolescents (2005). Persistence of early emerging aberrant behavior
with 22q11.2 deletion syndrome. American Journal of Psy- in children with developmental disabilities. Research in
chiatry, 164(4), 663-669. Exclusion reason: Wrong patient Developmental Disabilities, 26(1), 47-55. https://d oi.o rg/1 0.
population 1016/j.ridd.2004.07.003. Exclusion reason: No intellectual
Gothelf, D., Goraly, O., Avni, S., Stawski, M., Hartmann, disability information
I., Basel-Vanagaite, L., & Apter, A. (2008). Psychiatric mor- Guran, T., Arman, A., Akcay, T., Kayan, E., Atay, Z.,
bidity with focus on obsessive-compulsive disorder in an Turan, S., & Bereket, A. (2011). Cognitive and psychosocial
Israeli cohort of adolescents with mild to moderate mental development in children with familial hypomagnesaemia.
retardation. Journal of Neural Transmission, 115(6), 929- Magnesium Research, 24(1), 7-12. https://doi.org/10.1684/
936. https://doi.org/10.1007/s00702-008-0037-4. Exclusion mrh.2 011.0 278. Exclusion reason: Wrong patient population
reason: No psychometric information Hall, D., Kaytser, V., Ouyang, B., & Berry-Kravis, E.
Gothelf, D., & State, M. (2018). 22Q11 Deletion Syn- (2012). Motor stereotypies in Fragile X syndrome. Move-
drome as a Genetic High-Risk Model for Developmental ment Disorders, 1), S437-S438. https://d oi.o rg/1 0.1 002/m
ds.
Neuropsychiatric Disorders: From Circuitry to Treatments. 25051. Exclusion reason: Conference abstract
Journal of the American Academy of Child and Adolescent Hall, S., Barnett, R., & Hustyi, K. (2016). Problem behav-
Psychiatry, 57 (10 Supplement), S283. https://doi.org/10. iour in adolescent boys with fragile X syndrome: Relative
1016/j.jaac.2018.07.668. Exclusion reason: Conference prevalence, frequency and severity. Journal of Intellectual
abstract Disability Research, 60(12), 1189-1199. https://doi.org/10.
Gray, K., Keating, C., Taffe, J., Brereton, A., Einfeld, S., 1111/j ir.1 2341. Exclusion reason: Not relevant measurement
& Tonge, B. (2012). Trajectory of Behavior and Emotional tool
13
Halvorsen, M., Aman, M. G., Mathiassen, B., Brondbo, Hassiotis, A., Serfaty, M., Azam, K., Strydom, A., Bliz-
P. H., Steinsvik, O. O., & Martinussen, M. (2019). Psy- ard, R., Romeo, R., . . . King, M. (2013). Manualised Indi-
chometric properties of the norwegian aberrant behavior vidual Cognitive Behavioural Therapy for mood disorders
checklist and diagnostic relationships in a neuro-pediatric in people with mild to moderate intellectual disability: a
sample. Journal of Mental Health Research in Intellectual feasibility randomised controlled trial. Journal of Affective
Disabilities, No Pagination Specified. https://doi.org/10. Disorders, 151(1), 186-195. https://doi.org/10.1016/j.jad.
1080/19315864.2019.1630872. Exclusion reason: Wrong 2013.05.076. Exclusion reason: Adult population
patient population Hattier, M. A., Matson, J. L., Belva, B., & Kozlowski, A.
Halvorsen, M., Myrbakk, E., Mathiassen, B., Steinsvik, (2012). The effects of diagnostic group and gender on chal-
O., & Martinussen, M. (2015). The aberrant behavior check- lenging behaviors in infants and toddlers with cerebral palsy,
list: Psychometric properties in a neuro-paediatric sample. Down syndrome or seizures. Research in Developmental
European Child and Adolescent Psychiatry, 1), S168-S169. Disabilities, 33(1), 258-264. https://doi.org/10.1016/j.ridd.
https://doi.org/10.1007/s00787-015-0714-4. Exclusion rea- 2011.09.014. Exclusion reason: Mean age < 4 years
son: Conference abstract Hattier, M. A., Matson, J. L., Belva, B. C., & Horovitz,
Handwerk, M. L., & Marshall, R. M. (1998). Behavio- M. (2011). The occurrence of challenging behaviours in chil-
ral and emotional problems of students with learning dis- dren with autism spectrum disorders and atypical develop-
abilities, serious emotional disturbance, or both conditions. ment. Developmental Neurorehabilitation, 14(4), 221-229.
Journal of Learning Disabilities, 31(4), 327-338. https:// https://doi.org/10.3109/17518423.2011.573836. Exclusion
doi.org/10.1177/002221949803100402. Exclusion reason: reason: Mean age < 4 years
Wrong patient population Hatton, C., & Emerson, E. (2019). Mental health and peo-
Hanson, E. M., Sideridis, G., Jackson, F. I., Porche, K., ple with intellectual disabilities in england: What does sec-
Campe, K. L., & Huntington, N. (2016). Behavior and Sen- ondary analysis of national cohort surveys tell us? Journal of
sory Interests Questionnaire: Validation in a sample of chil- Intellectual Disability Research, 63 (7), 681. https://doi.org/
dren with autism spectrum disorder and other developmental 10.1111/jir.12653. Exclusion reason: Conference abstract
disability. Research in Developmental Disabilities, 48, 160- Hatton, C., Emerson, E., Robertson, J., & Baines, S.
175. https://doi.org/10.1016/j.ridd.2015.09.004. Exclusion (2018). The mental health of adolescents with and with-
reason: Not relevant outcome out mild/moderate intellectual disabilities in England: Sec-
Hanssen-Bauer, K., Heyerdahl, S., & Eriksson, A.-S. ondary analysis of a longitudinal cohort study. Journal of
(2007). Mental health problems in children and adolescents Applied Research in Intellectual Disabilities, 31(5), 768-
referred to a national epilepsy center. Epilepsy & Behavior, 777. https://d oi.o rg/1 0.1 111/j ar.1 2428. Exclusion reason: No
10(2), 255-262. https://doi.org/10.1016/j.yebeh.2006.11. psychometric information
011. Exclusion reason: Wrong patient population Havercamp, S., & Reiss, S. (1996). Composite versus
Hardan, A., & Sahl, R. (1997). Psychopathology in multiple-rating scales in the assessment of psychopathol-
children and adolescents with developmental disorders. ogy in people with mental retardation. Journal of Intellec-
Research in Developmental Disabilities, 18(5), 369-382. tual Disability Research, 40(2), 167-179. https://doi.org/
Exclusion reason: Not relevant measurement tool 10.1111/j.1365-2788.1996.tb00619.x. Exclusion reason:
Harris, J. C., King, S. L., Reifler, J. P., & Rosenberg, L. Results not reported separately for children and adolescents
A. (1984). Emotional and learning disorders in 6-12-year- Havercamp, S. M., & Reiss, S. (1997). The Reiss Screen
old boys attending special schools. Journal of the American for Maladaptive Behavior: Confirmatory factor analysis.
Academy of Child Psychiatry, 23(4), 431-437. https://doi. Behaviour Research and Therapy, 35(10), 967-971. https://
org/1 0.1 016/S
0002-7 138%2 809%2 96032 1-6. Exclusion rea- doi.org/10.1016/S0005-7967%2897%2900043-0. Exclu-
son: No intellectual disability information sion reason: Results not reported separately for children
Hartley, S., Sikora, D., & McCoy, R. (2008). Prevalence and adolescents
and risk factors of maladaptive behaviour in young children Heikura, U., Ebeling, H., Rodriguez, A., Nordstrom, T.,
with Autistic Disorder. Journal of Intellectual Disability & Taanila, A. (2011). Leisure time activities and behavioral/
Research, 52(10), 819-829. https://doi.org/10.1111/j.1365- emotional problems in adolescents with mild cognitive limi-
2788.2008.01065.x. Exclusion reason: Mean age < 4 years tations. European Child and Adolescent Psychiatry, 1), S98-
Hassiotis, A., & Barron, D. A. (2007). Mental health, S99. https://doi.org/10.1007/s00787-011-0181-5. Exclusion
learning disabilities and adolescence: A developmental per- reason: Conference abstract
spective. Advances in Mental Health and Learning Disabili- Hellings, J. A., Nickel, E. J., Weckbaugh, M., McCa-
ties, 1(3), 32-39. https://doi.org/10.1108/175301802007000 rter, K., Mosier, M., & Schroeder, S. R. (2005). The overt
29. Exclusion reason: No psychometric information aggression scale for rating aggression in outpatient youth
with autistic disorder: Preliminary findings. Journal of
13
Neuropsychiatry and Clinical Neurosciences, 17(1), 29-35. Hofer, S. M., Gray, K. M., Piccinin, A. M., Mackinnon,
https://doi.org/10.1176/jnp.17.1.29. Exclusion reason: Not A., Bontempo, D. E., Einfeld, S. L., . . . Tonge, B. J. (2009).
relevant measurement tool Correlated and coupled within-person change in emotional
Hellings, J. A., Zarcone, J. R., Reese, R. M., Valdovi- and behavioral disturbance in individuals with intellectual
nos, M. G., Marquis, J. G., Fleming, K. K., & Schroeder, disability. American Journal on Intellectual & Develop-
S. R. (2006). A crossover study of risperidone in children, mental Disabilities, 114(5), 307-321. Exclusion reason: No
adolescents and adults with mental retardation. Journal of psychometric information
Autism & Developmental Disorders, 36(3), 401-411. Exclu- Holland, J. E., Cassidy, A. R., Stopp, C., White, M. T.,
sion reason: Outcome: psychopharmacology Bellinger, D. C., Rivkin, M. J., . . . DeMaso, D. R. (2017).
Hepburn, S. L., & Maclean, W. E. (2009). Maladaptive Psychiatric Disorders and Function in Adolescents with
and repetitive behaviors in children with Down syndrome Tetralogy of Fallot. Journal of Pediatrics, 187, 165-173.
and autism spectrum disorders: Implications for screening. https://doi.org/10.1016/j.jpeds.2017.04.048. Exclusion rea-
Journal of Mental Health Research in Intellectual Disabili- son: No psychometric information
ties, 2(2), 67-88. https://doi.org/10.1080/193158608026276 Holmes, N., Shah, A., & Wing, L. (1982). The Disability
27. Exclusion reason: No psychometric information Assessment Schedule: A brief screening device for use with
Herring, S., Gray, K., Taffe, J., Tonge, B., Sweeney, D., the mentally retarded. Psychological Medicine, 12(4), 879-
& Einfeld, S. (2006). Behaviour and emotional problems in 890. https://doi.org/10.1017/S0033291700049175. Exclu-
toddlers with pervasive developmental disorders and devel- sion reason: Results not reported separately for children and
opmental delay: associations with parental mental health adolescents
and family functioning. Journal of Intellectual Disability Howland, R. H. (1995). Psychopathology and mental
Research, 50(Pt 12), 874-882. Exclusion reason: Mean age retardation. American Journal of Psychiatry, 152(12), 1837-
< 4 years 1838. Exclusion reason: Theoretical article/Comment
Hill, J., & Furniss, F. (2006). Patterns of Emotional and Howlin, P., Warner, G., & Moss, J. (2016). The need for
Behavioural Disturbance Associated with Autistic Traits in caution in using standardised autism measures with children
Young People with Severe Intellectual Disabilities and Chal- with genetic conditions such as Down syndrome. Journal of
lenging Behaviours. Research in Developmental Disabili- Intellectual Disability Research, 60 (7-8), 684. Exclusion
ties: A Multidisciplinary Journal, 27(5), 517-528. Exclu- reason: Conference abstract
sion reason: Results not reported separately for children and Hustyi, K. M., Hall, S. S., Jo, B., Lightbody, A. A., &
adolescents Reiss, A. L. (2014). Longitudinal trajectories of aberrant
Hill, J., Powlitch, S., & Furniss, F. (2008). Convergent behavior in fragile X syndrome. Research in Developmental
validity of the aberrant behavior checklist and behavior prob- Disabilities, 35(11), 2691-2701. https://doi.org/10.1016/j.
lems inventory with people with complex needs. Research ridd.2014.07.003. Exclusion reason: No intellectual disabil-
in Developmental Disabilities, 29(1), 45-60. https://doi.org/ ity information
10.1016/j.ridd.2006.10.002. Exclusion reason: Results not Hutton, J. B., & Roberts, T. (1983). Factor structure of
reported separately for children and adolescents problem behavior for mildly handicapped and non-handi-
Hirota, T., Deserno, M., & McElroy, E. The Network capped students. Psychological Reports, 52(3), 703-707.
Structure of Irritability and Aggression in Individuals with Exclusion reason: No intellectual disability information
Autism Spectrum Disorder. Journal of Autism and Devel- Hutzelmeyer-Nickels, A., & Noterdaeme, M. (2007). Use-
opmental Disorders. https://doi.org/10.1007/s10803-019- fulness of the Child Behavior Checklist in the assessment
04354-w. Exclusion reason: No psychometric information of preschool children with developmental problems. Praxis
Hoch, J. D., & Youssef, A. M. (2019). Predictors of der Kinderpsychologie und Kinderpsychiatrie, 56(7), 573-
trauma exposure and trauma diagnoses for children with 588. https://d oi.o rg/1 0.1 3109/p rkk.2 007.5 6.7.5 73. Exclusion
autism and developmental disorders served in a community reason: Duplicate reference
mental health clinic. Journal of Autism and Developmental Hutzelmeyer-Nickels, A., & Noterdaeme, M. (2007). Use-
Disorders, No Pagination Specified. https://d oi.o rg/1 0.1 007/ fulness of the Child Behavior Checklist in the assessment of
s10803-019-04331-3. Exclusion reason: No psychometric preschool children with developmental problems. [German].
information Praxis der Kinderpsychologie und Kinderpsychiatrie, 56(7),
Hodapp, R. M., Fidler, D., & Smith, A. (1998). Stress 573-588. Exclusion reason: Article in foreign language/not
and coping in families of children with Smith-Magenis syn- accessible language
drome. Journal of Intellectual Disability Research, 42(5), Inada, N., Ito, H., Yasunaga, K., Kuroda, M., Iwanaga,
331-340. https://d oi.o rg/1 0.1 046/j.1 365-2 788.1 998.0 0148.x. R., Hagiwara, T., . . . Tsujii, M. (2015). Psychometric prop-
Exclusion reason: No psychometric information erties of the Repetitive Behavior Scale-Revised for indi-
viduals with autism spectrum disorder in Japan. Research
13
in Autism Spectrum Disorders, 15-16, 60-68. https://doi. doi.org/10.1111/j.1365-2788.2011.01465.x. Exclusion rea-

org/10.1016/j.rasd.2015.01.002. Exclusion reason: Wrong son: Not relevant outcome
patient population Johnels, J. A., Bostrom, P., & Broberg, M. (2014). Self-
Infante Toscano, L., & Rodriguez Sacristan, J. (1998). reported mental well-being in adolescents with intellectual
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ative study of Reiss's Screen and the Bouras Subscale of evaluation of the WellSEQ. Journal of Applied Research in
Behavioral Problems. Anales de Psiquiatria, 14(4), 133-146. Intellectual Disabilities, 27(4), 313-313. Exclusion reason:
Exclusion reason: Article in foreign language/not accessible Conference abstract
language Johnson, C. R., Handen, B. L., Lubetsky, M. J., & Sacco,
Inoue, M., Inada, N., Gomi, Y., Aita, C., & Shiga, T. K. A. (1995). Affective disorders in hospitalized children
(2021). Reliability and validity of the japanese version and adolescents with mental retardation: a retrospective
of the behavior problem inventory-short form. Brain & study. Research in Developmental Disabilities, 16(3), 221-
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reported separately for children and adolescents of repetitive movement disorders in children and adolescents
Jamiolkowski, D., Kolker, S., Glahn, E. M., Baric, with severe mental retardation. Dissertation Abstracts Inter-
I., Zeman, J., Baumgartner, M. R., . . . consortium, E. I. national: Section B: The Sciences and Engineering, 59(9-B),
(2016). Behavioural and emotional problems, intellectual 5066. Exclusion reason: Unable to obtain in full text
impairment and health-related quality of life in patients with Johnson, S., Hollis, C., Marlow, N., Simms, V., & Wolke,
organic acidurias and urea cycle disorders. Journal of Inher- D. (2014). Screening for childhood mental health disorders
ited Metabolic Disease, 39(2), 231-241. https://doi.org/10. using the Strengths and Difficulties Questionnaire: The
1007/s10545-015-9887-8. Exclusion reason: Not relevant validity of multi-informant reports. Developmental Medi-
measurement tool cine & Child Neurology, 56(5), 453-459. https://doi.org/10.
Jansen, P. W., Duijff, S. N., Beemer, F. A., Vorstman, J. 1111/dmcn.12360. Exclusion reason: No intellectual dis-
A., Klaassen, P. W., Morcus, M. E., & Heineman-de Boer, ability information
J. A. (2007). Behavioral problems in relation to intelligence Johnstone, E. C., Owens, D. G. C., Hoare, P., Gaur, S.,
in children with 22q11.2 deletion syndrome: a matched con- Spencer, M. D., Harris, J., . . . Muir, W. J. (2007). Schizo-
trol study. American Journal of Medical Genetics. Part A, typal cognitions as a predictor of psychopathology in ado-
143A(6), 574-580. Exclusion reason: No intellectual disabil- lescents with mild intellectual impairment. British Journal
ity information of Psychiatry, 191, 484-492. https://doi.org/10.1192/bjp.bp.
Jansen, P. W., Duijff, S. N., Beemer, F. A., Vorstman, J. 106.0 33514. Exclusion reason: No psychometric information
A. S., Klaassen, P. W. J., Morcus, M. E. J., & Heineman- Jones, J., Siddarth, P., Gurbani, S., & Caplan, R. (2009).
De Boer, J. A. (2007). Behavioral problems in relation to A comprehensive assessment of children with epilepsy and
intelligence in children with 22q11.2 deletion syndrome: A suicidality. Epilepsia, 11), 497. https://doi.org/10.1111/j.
matched control study. American Journal of Medical Genet- 1528-1167.2009.02377.x. Exclusion reason: Conference
ics, Part A, 143(6), 574-580. https://d oi.o rg/1 0.1 002/a jmg.a. abstract
31623. Exclusion reason: Wrong patient population Jones, J. E., Watson, R., Sheth, R., Caplan, R., Koehn,
Jeong, B., Yoo, E., Jung, M., Kang, D., Park, S., & Park, M., Seidenberg, M., & Hermann, B. (2007). Psychiatric
S. H. (2013). Validity and reliability of the Korean version comorbidity in children with new onset epilepsy. Develop-
of the Behaviour Problems Inventory. Journal of Applied mental Medicine & Child Neurology, 49(7), 493-497. Exclu-
Research in Intellectual Disabilities, 26(6), 578-590. Exclu- sion reason: Wrong patient population
sion reason: Not relevant outcome Kaat, A. J., Lecavalier, L., & Aman, M. G. (2014). Valid-
Jesmin, A., Mullick, M. S. I., Rahman, K. M., & Mun- ity of the Aberrant Behavior Checklist in Children with
tasir, M. M. (2016). Psychiatric Disorders in Children and Autism Spectrum Disorder. Journal of Autism and Devel-
Adolescents Attending Pediatric Out Patient Departments of opmental Disorders, 44(5), 1103-1116. https://doi.org/10.
Tertiary Hospitals. Oman Medical Journal, 31(4), 258-262. 1007/s10803-013-1970-0. Exclusion reason: No intellectual
https://doi.org/10.5001/omj.2016.51. Exclusion reason: No disability information.
intellectual disability information Kaminer, Y., Feinstein, C., & Barrett, R. P. (1986). A
Ji, N., Capone, G., & Kaufmann, W. (2011). Autism spec- relationship between pervasive developmental disorders and
trum disorder in Down syndrome: Cluster analysis of Aber- affective disorders? Journal of the American Academy of
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Intellectual Disability Research, 55(11), 1064-1077. https:// S0002-7 138%2 809%2 96027 2-7. Exclusion reason: Theoreti-
cal article/Comment
13
Kamio, Y., & Ishisaka, Y. (2002). Psychiatric Comorbid- 2004.00579.x. Exclusion reason: Results not reported sepa-
ity in Children and Adolescents with Autism and Mental rately for children and adolescents
Retardatioon. Japanese Journal of Child and Adolescent Kishore, M., Nizamie, S., & Nizamie, A. (2005). The
Psychiatry, 43(3), 260-279. Exclusion reason: Not relevant behavioural profile of psychiatric disorders in persons with
outcome intellectual disability. Journal of Intellectual Disability
Kapur, M., Reddy, M., Uma, H., Padma, B., & Shahul, M. Research, 49(11), 852-857. https://doi.org/10.1111/j.1365-
(2000). Dual diagnoses in the intellectually disabled children 2788.2005.00763.x. Exclusion reason: Results not reported
and adolescents. NIMHANS Journal, 18(1-2), 19-32. Exclu- separately for children and adolescents
sion reason: No psychometric information Kleczek-Atkins, A. (2004). Parents' and teachers' reports
Karabekiroglu, K., & Aman, M. G. (2009). Validity of the of behavioral and emotional problems in children with
aberrant behavior checklist in a clinical sample of toddlers. learning disabilities. Dissertation Abstracts International:
Child Psychiatry & Human Development, 40(1), 99-110. Section B: The Sciences and Engineering, 64(9-B), 4620.
https://doi.org/10.1007/s10578-008-0108-7. Exclusion rea- Exclusion reason: No intellectual disability information
son: Mean age < 4 years Klein-Tasman, B. P. (2001). Distinctive personality and
Keenan, N. (2012). Parent-rated strengths of children and behavioral characteristics of 8-, 9-, and 10-year-old children
adolescents with Down syndrome. Dissertation Abstracts with Williams syndrome. Dissertation Abstracts Interna-
International: Section B: The Sciences and Engineering, tional: Section B: The Sciences and Engineering, 61(8-B),
73(6-B), 3953. Exclusion reason: Not relevant outcome 4464. Exclusion reason: Not relevant measurement tool
Keith, L. K. (1997). Construction and concurrent and Koller, H., Richardson, S. A., Katz, M., & McLaren,
contrasted groups validation of the Clinical Assessment J. (1983). Behavior disturbance since childhood among a
of Behavior Scale: Parent form. Dissertation Abstracts 5-year birth cohort of all mentally retarded young adults in
International Section A: Humanities and Social Sciences, a city. American Journal of Mental Deficiency, 87(4), 386-
57(12-A), 5049. Exclusion reason: No intellectual disability 395. Exclusion reason: No psychometric information
information Koulopoulou, A. (2010). Anxiety and depression symp-
Kellett, S., Beail, N., Newman, D. W., & Frankish, P. toms in children-commorbidity with learning disabilities.
(2003). Utility of the Brief Symptom Inventory in the European Psychiatry. Conference: 18th European Congress
Assessment of Psychological Distress. Journal of Applied of Psychiatry. Munich Germany. Conference Publication:,
Research in Intellectual Disabilities, 16(2), 127-134. https:// 25(SUPPL. 1). https://d oi.o rg/1 0.1 016/S
0924-9 338%2 810%
doi.o rg/1 0.1 046/j. 1 468- 3 148. 2 003. 0 0152.x. Exclusion 2970427-2. Exclusion reason: Conference Abstract
reason: Results not reported separately for children and Kourkounasiou, M. A., & Skordilis, E. K. (2014). Validity
adolescents and reliability evidence of the TOCA-C in a sample of Greek
Kellett, S., Beail, N., Newman, D. W., & Hawes, A. students. Psychological Reports, 115(3), 766-783. https://
(2004). The factor structure of the Brief Symptom Inven- doi.org/10.2466/08.11.PR0.115c31z5. Exclusion reason:
tory: Intellectual disability evidence. Clinical Psychology Results not reported separately for children and adolescents
& Psychotherapy, 11(4), 275-281. https://doi.org/10.1002/ Krener, P., & Simmons, M. K. (1989). The Child Con-
cpp.410. Exclusion reason: Results not reported separately sultation Rating Scale. International Journal of Psychiatry
for children and adolescents in Medicine, 19(1), 23-39. https://doi.org/10.2190/77MR-
Kim, J. I., Shin, M. S., Lee, Y., Lee, H., Yoo, H. J., Kim, G1JC-AH3Y-KFK3. Exclusion reason: No intellectual dis-
S. Y., . . . Kim, B. N. (2018). Reliability and Validity of ability information
a New Comprehensive Tool for Assessing Challenging Kuhn, D. E., & Matson, J. L. (2002). A validity study of
Behaviors in Autism Spectrum Disorder. Psychiatry Inves- the Screening Tool of Feeding Problems (STEP). Journal of
tigation, 15(1), 54-61. https://doi.org/10.4306/pi.2018.15.1. Intellectual and Developmental Disability, 27(3), 161-167.
54. Exclusion reason: No intellectual disability information https://doi.org/10.1080/1366825021000008594. Exclusion
Kim, J. Y., & Ha, E. H. (2019). Cluster Analysis of the reason: Not relevant measurement tool
Child Behavior Checklist 1.5-5 for Preschool Children Kurtz, P. F., Chin, M. D., Huete, J. M., & Cataldo, M. F.
Diagnosed With a Mental Disorder. Psychological Reports, (2012). Identification of Emerging Self-Injurious Behavior
33294119844980. https://d oi.o rg/1 0.1 177/0 03329 4119 in Young Children: A Preliminary Study. Journal of Mental
844980. Exclusion reason: Mean age < 4 years Health Research in Intellectual Disabilities, 5(3-4), 260-
Kishore, M., Nizamie, A., Nizamie, S., & Jahan, M. 285. Exclusion reason: Mean age < 4 years
(2004). Psychiatric diagnosis in persons with intellec- la Greca, A. M., Stone, W. L., & Bell, C. R. (1982).
tual disability in India. Journal of Intellectual Disability Assessing the problematic interpersonal skills of men-
Research, 48(1), 19-24. https://d oi.o rg/1 0.1 111/j.1 365-2 788. tally retarded individuals in a vocational setting. Applied
Research in Mental Retardation, 3(1), 37-53. https://d oi.o rg/
13
10.1016/0270-3092%2882%2990057-1. Exclusion reason: psychiatric disorders in children with autism: Interview

Not relevant measurement tool development and rates of disorders. Journal of Autism and
Lachiewicz, A. M., & Dawson, D. V. (1994). Behavior Developmental Disorders, 36(7), 849-861. https://doi.org/
problems of young girls with fragile X syndrome: factor 10.1007/s10803-006-0123-0. Exclusion reason: Wrong
scores on the Conners' Parent's Questionnaire. American patient population
Journal of Medical Genetics, 51(4), 364-369. Exclusion Liddon, C. J., Zarcone, J. R., Pisman, M., & Rooker, G.
reason: No psychometric information W. (2016). Examination of behavioral flexibility and func-
Lecavalier, L. (2006). Behavioral and emotional problems tion of severe challenging behavior in individuals with
in young people with pervasive developmental disorders: autism and intellectual disability. International Journal of
Relative prevalence, effects of subject characteristics, and Developmental Disabilities, 62(3), 167-173. https://doi.org/
empirical classification. Journal of Autism and Developmen- 10.1080/20473869.2016.1185248. Exclusion reason: Not
tal Disorders, 36(8), 1101-1114. https://doi.org/10.1007/ relevant measurement tool
s10803-006-0147-5. Exclusion reason: No intellectual dis- Lindblad, I., Gillberg, C., & Fernell, E. (2011). ADHD
ability information and other associated developmental problems in children
Lecavalier, L., Aman, M. G., Hammer, D., Stoica, W., with mild mental retardation. The use of the "Five-To-Fif-
& Mathews, G. L. (2004). Factor Analysis of the Nisonger teen" questionnaire in a population-based sample. Research
Child Behavior Rating Form in Children with Autism in Developmental Disabilities, 32(6), 2805-2809. https://
Spectrum Disorders. Journal of Autism and Developmental doi.org/10.1016/j.ridd.2011.05.026. Exclusion reason: No
Disorders, 34(6), 709-721. https://doi.org/10.1007/s10803- psychometric information
004-5291-1. Exclusion reason: No intellectual disability Linna, S. L., Moilanen, I., Ebeling, H., Piha, J., Kumpu-
information lainen, K., Tamminen, T., & Almqvist, F. (1999). Psychiatric
Lecavalier, L., Gadow, K. D., DeVincent, C. J., & symptoms in children with intellectual disability. European
Edwards, M. C. (2009). Validation of DSM-IV Model of Child & Adolescent Psychiatry, 8 Suppl 4, 77-82. Exclusion
Psychiatric Syndromes in Children with Autism Spectrum reason: Duplicate reference
Disorders. Journal of Autism and Developmental Disorders, Linna, S.-L., Moilanen, I., Ebeling, H., Piha, J., Kumpu-
39(2), 278-289. https://d oi.o rg/1 0.1 007/s 10803-0 08-0 622-2. lainen, K., Tamminen, T., & Almqvist, F. (1999). Psychiatric
Exclusion reason: Wrong patient population symptoms in children with intellectual disability. European
Lecavalier, L., Gadow, K. D., Devincent, C. J., Houts, Child & Adolescent Psychiatry, 8(Suppl 4), 77-82. https://
C. R., & Edwards, M. C. (2011). Validity of DSM-IV syn- doi.o rg/1 0.1 007/P
L0001 0704. Exclusion reason: No psycho-
dromes in preschoolers with autism spectrum disorders. metric information
Autism, 15(5), 527-543. https://d oi.o rg/1 0.1 177/1 36236 1310 Linsell, L., Johnson, S., Wolke, D., Morris, J., Kurinczuk,
391115. Exclusion reason: Wrong patient population J. J., & Marlow, N. (2018). A trajectories of behavior, atten-
Lecavalier, L., McCracken, C. E., Aman, M. G., McDou- tion, social and emotional problems from childhood to early
gle, C. J., McCracken, J. T., Tierney, E., . . . Scahill, L. adulthood following extremely preterm birth: A prospective
(2019). An exploration of concomitant psychiatric disorders cohort study. European Child & Adolescent Psychiatry, No
in children with autism spectrum disorder. Comprehensive Pagination Specified. https://doi.org/10.1007/s00787-018-
Psychiatry, 88, 57-64. https://doi.org/10.1016/j.comppsych. 1219-8. Exclusion reason: Wrong patient population
2018.10.012. Exclusion reason: Review Liu, J., Jia, M.-X., Yang, X.-L., Shao, C.-X., Li, Y., Shi,
Lehotkay, R., Saraswathi Devi, T., Raju, M., Bada, P., J.-L., . . . Liang, A.-M. (2012). A 3-year follow-up study of
Nuti, S., Kempf, N., & Carminati, G. (2015). Factor valid- 2-6 years children with diagnosis of pervasive developmen-
ity and reliability of the Aberrant Behavior Checklist-Com- tal disorder. Chinese Mental Health Journal, 26(6), 460-465.
munity (ABC-C) in an Indian population with intellectual Exclusion reason: Article in foreign language/not accessible
disability. Journal of Intellectual Disability Research, 59(3), language
208-214. https://doi.org/10.1111/jir.12128. Exclusion rea- Livingston, R. L., Dykman, R. A., & Ackerman, P. T.
son: Adult population (1990). The frequency and significance of additional self-
Leung, P. W., Luk, S., & Lee, P. L. (1989). Problem reported psychiatric diagnoses in children with attention
behaviour among special school children in Hong Kong: A deficit disorder. Journal of Abnormal Child Psychology,
factor-analytical study with Conners' Teacher Rating Scale. 18(5), 465-478. Exclusion reason: No intellectual disability
Psychologia: An International Journal of Psychology in information
the Orient, 32(2), 120-128. Exclusion reason: Not relevant Louwerse, A., Eussen, M., Ende, J., Nijs, P., Gool, A.,
outcome Dekker, L., . . . Greaves-Lord, K. (2015). ASD Symptom
Leyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Severity in Adolescence of Individuals Diagnosed with
Dinh, E., Morgan, J., . . . Lainhart, J. E. (2006). Comorbid PDD-NOS in Childhood: Stability and the Relation with
13
Psychiatric Comorbidity and Societal Participation. Journal Disabilities, 32(6), 2467-2479. https://doi.org/10.1016/j.
of Autism & Developmental Disorders, 45(12), 3908-3918. ridd.2011.07.013. Exclusion reason: Results not reported
https://doi.org/10.1007/s10803-015-2595-2. Exclusion rea- separately for children and adolescents
son: No intellectual disability information MacDonald, L., & Barton, L. E. (1986). Measuring sever-
Lu, T.-F., Shuai, L., Zhang, J.-S., Wang, Y.-F., Qian, Y., ity of behavior: A revision of Part II of the Adaptive Behav-
Zhang, H.-F., . . . Tan, X. (2017). Validity and reliability of ior Scale. American Journal of Mental Deficiency, 90(4),
the Behavior Rating Scale of Executive Function-Preschool 418-424. Exclusion reason: Not relevant measurement tool
Version parent form in China. Chinese Mental Health Jour- Maes, B., Broekman, T., Dosen, A., & Nauts, J. (2003).
nal, 31(2), 138-143. Exclusion reason: Not relevant outcome Caregiving burden of families looking after persons with
Lund, J., & Merrell, K. W. (2001). Social and anitsocial intellectual disability and behavioural or psychiatric prob-
behavior of children with learning and behavioral disorders: lems. Journal of Intellectual Disability Research, 47(6),
Construct validity of the Home and Community Social 447-455. https://d oi.o rg/1 0.1 046/j.1 365-2 788.2 003.0 0513.x.
Behavior Scales. Journal of Psychoeducational Assessment, Exclusion reason: No psychometric information
19(2), 112-122. https://doi.org/10.1177/073428290101900 Magyar, C. I., & Pandolfi, V. (2017). Utility of the CBCL
201. Exclusion reason: No intellectual disability information DSM-oriented scales in assessing emotional disorders in
Lund, J., & Merrell, K. W. (2001). Social and antisocial youth with autism. Research in Autism Spectrum Disor-
behavior of children with learning and behavioral disorders: ders, 37, 11-20. https://doi.org/10.1016/j.rasd.2017.01.009.
Construct validity of the Home and Community Social Exclusion reason: No intellectual disability information
Behavior Scales. Journal of Psychoeducational Assessment, Mahan, S., & Matson, J. L. (2011). Convergent and dis-
19(2), 112-122. https://doi.org/10.1177/073428290101900 criminant validity of the Autism Spectrum Disorder-Problem
201. Exclusion reason: No intellectual disability information Behavior for Children (ASD-PBC) against the Behavioral
Lyon, M. A., Albertus, C., Birkinbine, J., & Naibi, J. Assessment System for Children, Second Edition (BASC-
(1996). A validity study of the social skills rating system- 2). Research in Autism Spectrum Disorders, 5(1), 222-229.
teacher version with disabled and nondisabled preschool https://doi.org/10.1016/j.rasd.2010.04.003. Exclusion rea-
children. Perceptual and Motor Skills, 83(1), 307-316. son: No intellectual disability information
https://doi.org/10.2466/pms.1996.83.1.307. Exclusion rea- Maheady, L., & Harper, G. F. (1986). The Social Percep-
son: Not relevant measurement tool tion Behavior Rating Scale: Initial Evidence. Diagnostique,
Lyons, G. L., Huber, H. B., Carter, E. W., Chen, R., & 11(2), 91-103. Exclusion reason: Not relevant measurement
Asmus, J. M. (2016). Assessing the social skills and problem tool
behaviors of adolescents with severe disabilities enrolled in Maiano, C., Morin, A. J. S., Begarie, J., & Ninot, G.
general education classes. American Journal on Intellectual (2011). The intellectual disability version of the very short
and Developmental Disabilities, 121(4), 327-345. https:// form of the physical self-inventory (PSI-VS-ID): Cross-val-
doi.org/10.1352/1944-7558-121.4.327. Exclusion reason: idation and measurement invariance across gender, weight,
Duplicate reference age and intellectual disability level. Research in Develop-
Maag, J. W., Irvin, D. M., Reid, R., & Vasa, S. F. (1994). mental Disabilities, 32(5), 1652-1662. https://doi.org/10.
Prevalence and predictors of substance use: A comparison 1016/j.r idd.2 011.0 2.0 19. Exclusion reason: Adult population
between adolescents with and without learning disabilities. Malovic, A., Cygan, L., Richards, S., Murphy, G., & Ros-
Journal of Learning Disabilities, 27(4), 223-234. https://d oi. siter, R. (2016). Adolescents with intellectual and develop-
org/10.1177/002221949402700404. Exclusion reason: Not mental disabilities who display harmful sexual behaviours:
relevant measurement tool Adaptation of measures. Journal of Intellectual Disability
Maag, J. W., & Reid, R. (2006). Depression among Stu- Research, 60 (7-8), 700. Exclusion reason: Not relevant
dents with Learning Disabilities: Assessing the Risk. Jour- measurement tool
nal of Learning Disabilities, 39(1), 3-10. Exclusion reason: Mammarella, I. C., Ghisi, M., Bomba, M., Bottesi, G.,
Review Caviola, S., Broggi, F., & Nacinovich, R. (2016). Anxiety
Maag, J. W., & Rutherford, R. B. (1986). Perceived and Depression in Children With Nonverbal Learning Dis-
social competence of behaviorally disordered, learning abilities, Reading Disabilities, or Typical Development.
disabled, and nonlabeled students. Journal of Instructional Journal of Learning Disabilities, 49(2), 130-139. https://d oi.
Psychology, 13(1), 10-18. Exclusion reason: Wrong patient org/10.1177/0022219414529336. Exclusion reason: Wrong
population patient population
Maas, A. P., Didden, R., Korzilius, H., Braam, W., Col- Manikam, R., Matson, J. L., Coe, D. A., & Hillman, N.
lin, P., Smits, M. G., & Curfs, L. M. (2011). Psychometric (1995). Adolescent depression: Relationships of self-report
properties of a sleep questionnaire for use in individuals to intellectual and adaptive functioning. Research in Devel-
with intellectual disabilities. Research in Developmental opmental Disabilities, 16(5), 349-364. https://doi.org/10.
13
1016/0891-4222%2895%2900018-I. Exclusion reason: Not Matson, J. L., Fodstad, J. C., Mahan, S., & Sevin, J. A.
relevant outcome (2009). Cutoffs, norms, and patterns of comorbid difficulties
Margalit, M., Shulman, S., & Stuchiner, N. (1989). in children with an ASD on the Baby and Infant Screen for
Behavior disorders and mental retardation: The family sys- Children with aUtIsm Traits (BISCUIT-Part 2). Research in
tem perspective. Research in Developmental Disabilities, Autism Spectrum Disorders, 3(4), 977-988. https://doi.org/
10(3), 315-326. https://doi.org/10.1016/0891-4222%2889% 10.1016/j.rasd.2009.06.001. Exclusion reason: Mean age <
299001 9-X. Exclusion reason: No psychometric information 4 years
Marland, C., Lichtenstein, P., Degl'Innocenti, A., Larson, Matson, J. L., Gonzalez, M. L., & Rivet, T. T. (2008).
T., Rastam, M., Anckarsater, H., . . . Lundstrom, S. (2017). Reliability of the Autism Spectrum Disorder-Behavior Prob-
The Autism-Tics, ADHD and other Comorbidities inventory lems for Children (ASD-BPC). Research in Autism Spectrum
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Vol 17 2017, ArtID 403, 17. https://d oi.o rg/1 0.1 186/s 12888- 2008.02.003. Exclusion reason: Wrong patient population
017-1563-0. Exclusion reason: Wrong patient population Matson, J. L., Hess, J. A., & Boisjoli, J. A. (2010).
Marshall, K., Coiffait, F.-M., & Willoughby-Booth, S. Comorbid psychopathology in infants and toddlers with
(2013). Assessing distress in people with intellectual dis- autism and pervasive developmental disorders-not otherwise
abilities. Learning Disability Practice, 16(3), 26-30. Exclu- specified (PDD-NOS). Research in Autism Spectrum Disor-
sion reason: Adult population ders, 4(2), 300-301. https://doi.org/10.1016/j.rasd.2009.10.
Masi, G., Mucci, M., Favilla, L., & Poli, P. (1999). Dys- 001. Exclusion reason: Mean age < 4 years
thymic disorder in adolescents with intellectual disability. Matson, J. L., & Kuhn, D. E. (2001). Identifying feeding
Journal of Intellectual Disability Research, 43(2), 80-87. problems in mentally retarded persons: Development and
https://doi.org/10.1046/j.1365-2788.1999.00195.x. Exclu- reliability of the screening tool of feeding problems (STEP).
sion reason: No psychometric information Research in Developmental Disabilities, 22(2), 165-172.
Matson, J. L., Belva, B. C., Hattier, M. A., & Matson, https://doi.org/10.1016/S0891-4222%2801%2900065-8.
M. L. (2012). Scaling methods to measure psychopathology Exclusion reason: Not relevant measurement tool
in persons with intellectual disabilities. Research in Devel- Matson, J. L., Kuhn, D. E., Dixon, D. R., Mayville, S.
opmental Disabilities, 33(2), 549-562. https://doi.org/10. B., Laud, R. B., Cooper, C. L., . . . Matson, M. L. (2003).
1016/j.ridd.2011.10.023. Exclusion reason: Review The development and factor structure of the Functional
Matson, J. L., Bielecki, J., Mayville, E. A., Smalls, Y., Assessment for multiple causaliTy (FACT). Research in
Bamburg, J. W., & Baglio, C. S. (1999). The development of Developmental Disabilities, 24(6), 485-495. https://doi.org/
a reinforcer choice assessment scale for persons with severe 10.1016/j.ridd.2003.07.001. Exclusion reason: Results not
and profound mental retardation. Research in Developmental reported separately for children and adolescents
Disabilities, 20(5), 379-384. https://doi.org/10.1016/s0891- Matson, J. L., LoVullo, S. V., Rivet, T. T., & Boisjoli,
4222(99)00018-9. Exclusion reason: Not relevant outcome J. A. (2009). Validity of the Autism Spectrum Disorder-
Matson, J. L., Boisjoli, J., Rojahn, J., & Hess, J. (2009). Comorbid for Children (ASD-CC). Research in Autism
A factor analysis of challenging behaviors assessed with Spectrum Disorders, 3(2), 345-357. https://d oi.o rg/1 0.
the Baby and Infant Screen for Children with aUtism Traits 1016/j.rasd.2008.08.002. Exclusion reason: Results not
(BISCUIT-Part 3). Research in Autism Spectrum Disorders, reported separately for children and adolescents
3(3), 714-722. https://doi.org/10.1016/j.rasd.2009.01.008. Matson, J. L., Macklin, G., & Helsel, W. J. (1985). Psy-
Exclusion reason: Mean age < 4 years chometric properties of the Matson Evaluation of Social
Matson, J. L., Fodstad, J. C., & Mahan, S. (2009). Cut- Skills with youngsters (MESSY) with emotional problems
offs, norms, and patterns of comorbid difficulties in chil- and self concept in deaf children. Journal of Behavior Ther-
dren with developmental disabilities on the Baby and Infant apy and Experimental Psychiatry, 16(2), 117-123. https://
Screen for Children with aUtIsm Traits (BISCUIT-Part 2). doi.org/10.1016/0005-7916%2885%2990046-1. Exclusion
Research in Developmental Disabilities, 30(6), 1221-1228. reason: Not relevant measurement tool
https://doi.org/10.1016/j.ridd.2009.04.004. Exclusion rea- Matson, J. L., Mahan, S., Hess, J. A., Fodstad, J. C., &
son: Mean age < 4 years Neal, D. (2010). Progression of challenging behaviors in
Matson, J. L., Fodstad, J. C., Mahan, S., & Rojahn, J. children and adolescents with Autism Spectrum Disorders
(2010). Cut-offs, norms and patterns of problem behaviours as measured by the Autism Spectrum Disorders-Problem
in children with developmental disabilities on the Baby and Behaviors for Children (ASD-PBC). Research in Autism
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Part 3). Developmental Neurorehabilitation, 13(1), 3-9. 1016/j.rasd.2009.10.010. Exclusion reason: No intellectual
https://doi.org/10.3109/17518420903074887. Exclusion disability information
reason: Mean age < 4 years
13
Matson, J. L., & Malone, C. J. (2006). Validity of the (2012). Mass screening for severe problem behavior among
sleep subscale of the Diagnostic Assessment for the Severely infants and toddlers in Peru. Journal of Mental Health
Handicapped-II (DASH-II). Research in Developmental Research in Intellectual Disabilities, 5(3-4), 246-259.
Disabilities, 27(1), 85-92. Exclusion reason: Not relevant https://doi.org/10.1080/19315864.2011.590626. Exclusion
measurement tool reason: Mean age < 4 years
Matson, J. L., Mayville, S. B., & Laud, R. B. (2003). McCarthy, J. (2008). Behaviour problems and adults with
A System of Assessment for Adaptive Behavior, Social Down syndrome: childhood risk factors. Journal of Intellec-
Skills, Behavioral Function, Medication Side-Effects, and tual Disability Research, 52(10), 877-882. Exclusion reason:
Psychiatric Disorders. In (Vol. 24, pp. 75-81): Research in No psychometric information
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article/Comment and young people with intellectual disability: Is it time to
Matson, J. L., & Minshawi, N. F. (2007). Functional do better? Journal of Intellectual Disability Research, 46(3),
assessment of challenging behavior: Toward a strategy for 250-256. https://d oi.o rg/1 0.1 046/j.1 365-2 788.2 002.0 0401.x.
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Exclusion reason: Review positive behaviour support plans. Journal of Intellectual &
Matson, J. L., Minshawi, N. F., Gonzalez, M. L., & May- Developmental Disability, 37(3), 221-231. https://doi.org/
ville, S. B. (2006). The relationship of comorbid problem 10.3 109/1 36682 50.2 012.7 04981. Exclusion reason: Not rel-
behaviors to social skills in persons with profound mental evant measurement tool
retardation. Behavior Modification, 30(4), 496-506. https:// McConaughy, S. H., & Achenbach, T. M. (1996). Con-
doi.org/10.1177/0145445505283415. Exclusion reason: tributions of a child interview to multimethod assessment
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Matson, J. L., & Neal, D. (2009). Diagnosing comorbid 25(1), 24-39. Exclusion reason: Wrong patient population
psychiatric conditions: autism spectrum disorders. Psychi- McConaughy, S. H., Mattison, R. E., & Peterson, R. L.
atric Times, 26(4), 38-44. Exclusion reason: Theoretical (1994). Behavioral/emotional problems of children with
article/Comment serious emotional disturbances and learning disabilities.
Matson, J. L., Neal, D., Fodstad, J. C., & Hess, J. A. School Psychology Review, 23(1), 81-98. Exclusion reason:
(2010). The relation of social behaviours and challenging Wrong patient population
behaviours in infants and toddlers with autism spectrum dis- McCormick, C., Hepburn, S., Young, G. S., & Rogers,
orders. Developmental Neurorehabilitation, 13(3), 164-169. S. J. (2016). Sensory Symptoms in Children with Autism
https://d oi.o rg/1 0.3 109/1 75184 20903 27068 3. Exclusion rea- Spectrum Disorder, Other Developmental Disorders and
son: Mean age < 4 years Typical Development: A Longitudinal Study. Autism: The
Matson, J. L., Wilkins, J., Sevin, J. A., Knight, C., Bois- International Journal of Research and Practice, 20(5), 572-
joli, J. A., & Sharp, B. (2009). Reliability and item content 579. Exclusion reason: Not relevant measurement tool
of the Baby and Infant Screen for Children with aUtIsm McDaniel, W. (1997). Criterion-related diagnostic valid-
Traits (BISCUIT): Parts 1-3. Research in Autism Spectrum ity and test-retest reliability of the MMPI-168(L) in mentally
Disorders, 3(2), 336-344. https://doi.org/10.1016/j.rasd. retarded adolescents and adults. Journal of Clinical Psy-
2008.08.001. Exclusion reason: Mean age < 4 years chology, 53(5), 485-489. https://doi.org/10.1 002/%2 8SICI%
Mattison, R. E., Bagnato, S. J., Mayes, S. D., & Felix, 291097-4679%28199708%2953:5%3C485::AID-JCLP10%
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ratings for children with behavioral and emotional disorders. McDaniel, W., Childers, L., & Compton, D. (1997). Con-
Journal of Psychoeducational Assessment, 8(4), 509-517. struct validity of the MMPI-168 (L) with mentally retarded
https://doi.org/10.1177/073428299000800406. Exclusion adults and adolescents. Journal of Clinical Psychology,
reason: Wrong patient population 53(7), 727-732. https://doi.org/10.1002/%28SICI%291097-
May, M. E., Sheng, Y., Chitiyo, M., Brandt, R. C., & 4679%28199711%2953:7%3C727::AID-JCLP10%3E3.0.
Howe, A. P. (2014). Internal consistency and inter-rater reli- CO;2-N. Exclusion reason: Not relevant measurement tool
ability of the Questions About Behavioral Function (QABF) McGill, P., Hughes, D., Teer, K., & Rye, L. (2001). Vari-
rating scale when used by teachers and paraprofessionals. ability in staff reports of the frequency of challenging behav-
Education & Treatment of Children, 37(2), 347-364. https:// ior. Research in Developmental Disabilities, 22(3), 221-231.
doi.org/10.1353/etc.2014.0013. Exclusion reason: Not rel- https://doi.org/10.1016/S0891-4222%2801%2900069-5.
evant measurement tool Exclusion reason: Results not reported separately for chil-
Mayo-Ortega, L., Oyama-Ganiko, R., Leblanc, J., dren and adolescents
Schroeder, S. R., Brady, N., Butler, M. G., . . . Marquis, J.
13
McGrew, K. S., Ittenbach, R. F., Bruininks, R. H., & deletion syndrome from other neurodevelopmental disor-
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ior across the lifespan of persons with mental retardation. https://doi.org/10.1016/j.schres.2016.12.023. Exclusion
Research in Developmental Disabilities, 12(2), 181-199. reason: Results not reported separately for children and
https://d oi.o rg/1 0.1 016/0 891-4 222%2 891%2 99000 5-D. adolescents
Exclusion reason: Not relevant measurement tool Merikle, E., Patel, V., Sebree, T. B., Kreusser, C., &
McGrew, S., Malow, B. A., Henderson, L., Wang, L., Heussler, H. (2019). PRO10 QUALITATIVE STUDY TO
Song, Y., & Stone, W. L. (2007). Developmental and behav- ESTABLISH THE CONTENT VALIDITY OF THE ABC-
ioral questionnaire for autism spectrum disorders. Pediatric C<inf>FXS</inf> FOR EVALUATION OF TREATMENT
Neurology, 37(2), 108-116. Exclusion reason: Wrong patient EFFICACY IN FRAGILE X SYNDROME. Value in Health,
population 22 (Supplement 3), S842. https://d oi.o rg/1 0.1 016/j.j val.2 019.
McLennan, J. D. (2016). Measures to assess outcomes 09.2342. Exclusion reason: Conference abstract
in routine psychotropic medication treatment of youth with Merrell, K. W., & Holland, M. L. (1997). Social-emo-
autism or intellectual disabilities. Journal of the American tional behavior of preschool-age children with and without
Academy of Child and Adolescent Psychiatry, 55 (10 Sup- developmental delays. Research in Developmental Disabili-
plement 1), S169-S170. https://doi.org/10.1016/j.jaac.2016. ties, 18(6), 393-405. Exclusion reason: No intellectual dis-
09.216. Exclusion reason: Conference abstract ability information
McMahon, J., Harvey, A., May, T., Reid, S., & Merrell, K. W., & Popinga, M. R. (1994). The alliance of
Antolovich, G. (2018). Anxiety in children with cerebral adaptive behavior and social competence: an examination of
palsy - Underdiagnosed and poorly measured. Develop- relationship between the scales of Independent Behavior and
mental Medicine and Child Neurology, 60 (Supplement 1), the Social Skills Rating System. Research in Developmental
17. https://doi.org/10.1111/dmcn.13665. Exclusion reason: Disabilities, 15(1), 39-47. Exclusion reason: Wrong patient
Conference abstract population
Medeiros, K., Curby, T. W., Bernstein, A., Rojahn, J., & Merrell, K. W., & Popinga, M. R. (1994). The alliance of
Schroeder, S. R. (2013). The progression of severe behavior adaptive behavior and social competence: An examination
disorder in young children with intellectual and develop- of relationships between the Scales of Independent Behavior
mental disabilities. Research in Developmental Disabilities, and the Social Skills Rating System. Research in Develop-
34(11), 3639-3647. https://doi.org/10.1016/j.ridd.2013.08. mental Disabilities, 15(1), 39-47. https://doi.org/10.1016/
002. Exclusion reason: Mean age < 4 years 0891-4222%2894%2990037-X. Exclusion reason: Not rel-
Medeiros, K., Kozlowski, A. M., Beighley, J. S., Rojahn, evant outcome
J., & Matson, J. L. (2012). The effects of developmental Messinger, D., Lambert, B., Bauer, C. R., Bann, C. M.,
quotient and diagnostic criteria on challenging behaviors in Hamlin-Smith, K., & Das, A. (2010). The relationship
toddlers with developmental disabilities. Research in Devel- between behavior ratings and concurrent and subsequent
opmental Disabilities, 33(4), 1110-1116. https://doi.org/10. mental and motor performance in toddlers born at extremely
1016/j.ridd.2012.02.005. Exclusion reason: Mean age < 4 low birth weight. Journal of Early Intervention, 32(3), 214-
years 233. https://doi.org/10.1177/1053815110380917. Exclusion
Meehan, M. L., & Appalachia Educational Lab, C. W. reason: Mean age < 4 years
V. (1980). Third year Evaluation of a Model Home-Based Mevissen, L., Didden, R., Korzilius, H., & de Jongh, A.
Program for Severely Orthopedically Impaired/Mentally (2016). Assessing posttraumatic stress disorder in children
Retarded Children & Youth. Retrieved from http://search. with mild to borderline intellectual disabilities. European
ebscohost.com/login.a spx?d irect=t rue&d b=e ric&AN= Journal of Psychotraumatology Vol 7 2016, ArtID 29786,
ED216012&site=ehost-live Exclusion reason: Not relevant 7. https://doi.org/10.3402/ejpt.v7.29786. Exclusion reason:
measurement tool Not relevant measurement tool
Meester-Delver, A., Beelen, A., Hennekam, R., Nollet, Mildenberger, K., Noterdaeme, M., Sitter, S., & Amorosa,
F., & Hadders-Algra, M. (2007). The Capacity Profile: A H. (2001). Behavioral problems in children with specific
method to classify additional care needs in children with and pervasive developmental disorders, evaluated with the
neurodevelopmental disabilities. Developmental Medicine psychopathology assessment scale (AMDP). [German].
and Child Neurology, 49(5), 355-360. https://doi.org/10. Praxis der Kinderpsychologie und Kinderpsychiatrie, 50(8),
1111/j.1 469-8 749.2 007.0 0355.x. Exclusion reason: No intel- 649-663. Exclusion reason: Article in foreign language/not
lectual disability information accessible language
Mekori-Domachevsky, E., Guri, Y., Yi, J., Weisman, O., Moehle, K. A., & Fitzhugh-Bell, K. B. (1989). Factor
Calkins, M. E., Tang, S. X., . . . Gothelf, D. (2017). Nega- analysis of the Conners Teacher Rating Scale with brain-
tive subthreshold psychotic symptoms distinguish 22q11.2 damaged and learning-disabled children. Psychology in
13
the Schools, 26(2), 113-125. https://doi.org/10.1002/1520- 0895-8017%282008%29113%5B54:SIWIDF%5D2.0.CO;2.

6807%2 81989 04%2 926:2%3 C113::A ID-P ITS23 10260 202% Exclusion reason: Results not reported separately for chil-
3E3.0.CO;2-6. Exclusion reason: Wrong patient population dren and adolescents
Mohr, C., & Gray, K. M. (2005). Assessment in intellec- Naglieri, J. A., & Gottling, S. H. (1995). Use of the
tual disability. Current Opinion in Psychiatry, 18(5), 476- Teacher Report Form and the Devereux Behavior Rating
483. https://doi.org/10.1097/01.yco.0000179483.62391.12. Scale-School Form with learning disordered/emotionally
Exclusion reason: Review disordered students. Journal of Clinical Child Psychology,
Molteno, G., Molteno, C. D., Finchilescu, G., & Dawes, 24(1), 71-76. https://d oi.o rg/1 0.1 207/s 15374 424jc cp240 1_9.
A. R. (2001). Behavioural and emotional problems in chil- Exclusion reason: No psychometric information
dren with intellectual disability attending special schools in Nair, R., Dutt, A., & Nielsen, T. (2019). Brief report: Psy-
Cape Town, South Africa. Journal of Intellectual Disability chometric properties of the ability in behavior assessment
Research, 45(Pt 6), 515-520. Exclusion reason: No psycho- and interventions for teachers-revised (abait-r). Journal of
metric information Autism and Developmental Disorders, No Pagination Speci-
Moore, L. S. (1995). The relationship between neuropsy- fied. https://d oi.o rg/1 0.1 007/s 10803-0 19-0 4286-5. Exclusion
chological, academic, and psychosocial variables in deter- reason: Not relevant measurement tool
mining behavioral/emotional problems in learning disabled Nair, R., Dutt, A., & Nielsen, T. (2020). Brief Report:
youth. Dissertation Abstracts International: Section B: The Psychometric Properties of the Ability in Behavior Assess-
Sciences and Engineering, 56(2-B), 1116. Exclusion reason: ment and Interventions for Teachers-Revised (ABAIT-R).
No psychometric information Journal of Autism & Developmental Disorders, 50(3), 1081-
Morgan, L., Wetherby, A. M., & Barber, A. (2008). 1087. https://doi.org/10.1007/s10803-019-04286-5. Exclu-
Repetitive and Stereotyped Movements in Children with sion reason: Not relevant outcome
Autism Spectrum Disorders Late in the Second Year of Life. Nakai, Y., Miyawaki, D., Kusaka, H., Okamoto, H.,
Journal of Child Psychology and Psychiatry, 49(8), 826- Futoo, E., Goto, A., . . . Inoue, K. (2013). Anxiety in chil-
837. Exclusion reason: Mean age < 4 years dren with high-functioning pervasive developmental disor-
Morris, C., Janssens, A., Allard, A., Thompson Coon, der. Osaka City Medical Journal, 59(1), 23-34. Exclusion
J., Shilling, V., Tomlinson, R., . . . Logan, S. (2014). NIHR reason: Wrong patient population
Journals Library. Health Services and Delivery Research, Navas, P., Verdugo, M. A., Arias, B., & Gomez, L. E.
05, 05. https://d oi.o rg/1 0.3 310/h sdr02 150. Exclusion reason: (2012). Development of an instrument for diagnosing sig-
No intellectual disability information nificant limitations in adaptive behavior in early childhood.
Moskowitz, L. J., Mulder, E., Walsh, C. E., McLaughlin, Research in Developmental Disabilities, 33(5), 1551-1559.
D. M., Zarcone, J. R., Proudfit, G. H., & Carr, E. G. (2013). https:// d oi. o rg/ 1 0. 1 016/j. r idd. 2 012. 0 3. 0 06. Exclusion
A multimethod assessment of anxiety and problem behavior reason: Results not reported separately for children and
in children with autism spectrum disorders and intellectual adolescents
disability. American Journal on Intellectual and Develop- Neo, W. S., Suzuki, T., & Kelleher, B. L. (2021). Struc-
mental Disabilities, 118(6), 419-434. https://doi.org/10. tural validity of the Child Behavior Checklist (CBCL) for
1352/1944.7558.118.6.419. Exclusion reason: Not relevant preschoolers with neurogenetic syndromes. Research in
measurement tool Developmental Disabilities, 109, 103834. https://doi.org/
Mosner, M. G., Kinard, J. L., Shah, J. S., McWeeny, S., 10.1016/j.r idd.2020.103834. Exclusion reason: Mean age
Greene, R. K., Lowery, S. C., . . . Dichter, G. S. (2019). < 4 years
Rates of Co-occurring Psychiatric Disorders in Autism Newcomer, P. L., Barenbaum, E., & Pearson, N. (1995).
Spectrum Disorder Using the Mini International Neuropsy- Depression and anxiety in children and adolescents with
chiatric Interview. Journal of Autism & Developmental Dis- learning disabilities, conduct disorders, and no disabilities.
orders, 49(9), 3819-3832. https://doi.org/10.1007/s10803- Journal of Emotional and Behavioral Disorders, 3(1), 27-39.
019-04090-1. Exclusion reason: Wrong patient population https://doi.org/10.1177/106342669500300104. Exclusion
Murphy, O., Healy, O., & Leader, G. (2009). Risk factors reason: Wrong patient population
for challenging behaviors among 157 children with autism Newman, I., Leader, G., Chen, J. L., & Mannion, A.
spectrum disorder in Ireland. Research in Autism Spectrum (2015). An analysis of challenging behavior, comorbid psy-
Disorders, 3(2), 474-482. https://doi.org/10.1016/j.rasd. chopathology, and Attention-Deficit/Hyperactivity Disorder
2008.09.008. Exclusion reason: Wrong patient population in Fragile X Syndrome. Research in Developmental Dis-
Myrbakk, E., & von Tetzchner, S. (2008). Screening abilities, 38, 7-17. https://doi.org/10.1016/j.r idd.2014.11.
individuals with intellectual disability for psychiatric dis- 003. Exclusion reason: No psychometric information
orders: Comparison of four measures. American Journal on Niarchou, M., Chawner, S., Doherty, J. L., Maillard, A.
Mental Retardation, 113(1), 54-70. https://doi.org/10.1352/ M., Jacquemont, S., Chung, W. K., . . . Bree, M. (2019).
13
Psychiatric disorders in children with 16p11.2 deletion and Disabilities, 17(4), 303-309. https://doi.org/10.1016/0891-
duplication. Transl Psychiatry Psychiatry, 9(1), 8. https:// 4222(96)00015-7. Exclusion reason: Results not reported
doi.org/10.1038/s41398-018-0339-8. Exclusion reason: separately for children and adolescents
Wrong patient population Oubrahim, L., & Combalbert, N. (2019). Frequency and
Niarchou, M., Moore, T. M., Tang, S. X., Calkins, M. origin (reactive/proactive) of aggressive behavior in young
E., McDonald-McGuinn, D. M., Zackai, E. H., . . . Gur, people with intellectual disability and autism spectrum dis-
R. E. (2017). The dimensional structure of psychopathol- order. International Journal of Developmental Disabilities,
ogy in 22q11.2 Deletion Syndrome. Journal of Psychiatric No Pagination Specified. https://doi.org/10.1080/20473
Research, 92, 124-131. https://doi.org/10.1016/j.jpsychires. 869.2019.1640972. Exclusion reason: No psychometric
2017.04.006. Exclusion reason: Wrong patient population information
Niarchou, M., Zammit, S., van Goozen, S. H. M., Thapar, Overall, J. E., & Campbell, M. (1988). Behavioral assess-
A., Tierling, H. M., Owen, M. J., & van den Bree, M. B. ment of psychopathology in children: Infantile autism.
M. (2014). Psychopathology and cognition in children with Journal of Clinical Psychology, 44(5), 708-716. https://
22q11.2 deletion syndrome. British Journal of Psychiatry, doi.org/10.1002/1097-4679%28198809%2944:5%3C708::
204(1), 46-54. https://doi.org/10.1192/bjp.bp.113.132324. AID-JCLP2270440507%3E3.0.CO;2-T. Exclusion reason:
Exclusion reason: No psychometric information Wrong patient population
Nicholson, J., Konstantinidi, E., & Furniss, F. (2006). On Paclawskyj, T. R., Matson, J. L., Rush, K. S., Smalls,
some psychometric properties of the questions about behav- Y., & Vollmer, T. R. (2001). Assessment of the conver-
ioral function (QABF) scale. Research in Developmental gent validity of the Questions About Behavioral Function
Disabilities, 27(3), 337-352. https://doi.org/10.1016/j.ridd. scale with analogue functional analysis and the Motiva-
2005.04.001. Exclusion reason: Not relevant measurement tion Assessment Scale. Journal of Intellectual Disability
tool Research, 45(Pt 6), 484-494. Exclusion reason: Not relevant
Nihira, K., Price-Williams, D. R., & White, J. F. (1988). measurement tool
Social competence and maladaptive behavior of people with Painter, J., Trevithick, L., Hastings, R. P., Ingham, B., &
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https://doi.org/10.1002/1520-6807%28199204%2929:2% Pavlovic, M., Zunic-Pavlovic, V., & Glumbic, N. (2013).
3C126::AID-PITS2310290206%3E3.0.CO;2-7. Exclusion Students' and teachers' perceptions of aggressive behav-
reason: Wrong patient population iour in adolescents with intellectual disability and typically
Nordness, P. D., Epstein, M. H., Cullinan, D., & Pierce, developing adolescents. Research in Developmental Dis-
C. D. (2014). Emotional and Behavioral Screener: Test- abilities, 34(11), 3789-3797. https://doi.org/10.1016/j.ridd.
Retest Reliability, Inter-Rater Reliability, and Convergent 2013.07.035. Exclusion reason: Not relevant outcome
Validity. Remedial and Special Education, 35(4), 211-217. Pelham, W. E., Evans, S. W., Gnagy, E. M., & Greenslade,
https://doi.org/10.1177/0741932513497596. Exclusion rea- K. E. (1992). Teacher ratings of DSM-III-R symptoms for
son: Wrong patient population the disruptive behavior disorders: Prevalence, factor analy-
O'Brien, G., Pearson, J., Berney, T., & Barnard, L. ses, and conditional probabilities in a special education sam-
(2001). Measuring behaviour in developmental disability: ple. School Psychology Review, 21(2), 285-299. Exclusion
a review of existing schedules. Developmental Medicine & reason: No intellectual disability information
Child Neurology - Supplementum, 87, 1-72. Exclusion rea- Pisecco, S., Lachar, D., Gruber, C. P., Gallen, R. T.,
son: Conference abstract Kline, R. B., & Huzinec, C. (1999). Development and vali-
Ono, Y. (1996). Factor validity and reliability for the dation of disruptive behavior scales for the student behavior
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0891-4222%2896%2900015-7. Exclusion reason: Results Platt, J. M., Keyes, K. M., McLaughlin, K. A., & Kauf-
not reported separately for children and adolescents man, A. S. (2019). Intellectual disability and mental disor-
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lation with mental retardation. Research in Developmental
13
org/10.1017/S0033291718001605. Exclusion reason: No in a national cohort of 8- to 15-year-old children with cere-

psychometric information bral palsy. Research in Developmental Disabilities, 49, 171-
Poindexter, A. R., & Glidden, L. M. (2006). Diagnosis 180. https://doi.org/10.1016/j.ridd.2015.11.019. Exclusion
of depression in people with developmental disabilities: reason: Wrong patient population
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in Mental Retardation, Vol 32, 32, 261-281. https://doi.org/ Comparison of the psychosocial typology of children with
10.1 016/s 0074-7 750(06)3 2009-5. Exclusion reason: Review below average IQ to that of children with learning disabili-
Porter, M., Byrne, A., Campbell, L., Mathieson, N., & ties. Journal of Clinical and Experimental Neuropsychol-
Boulton, K. (2016). Social, psychological and behavioural ogy, 25(2), 255-273. https://doi.org/10.1076/jcen.25.2.255.
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vidual difference approach. Journal of Intellectual Disabil- iour disorders in moderately mentally retarded children and
ity Research, 60 (7-8), 721. Exclusion reason: Conference their relation to parental attitude. Indian Journal of Clinical
abstract Psychology, 21(2), 27-31. Exclusion reason: Not relevant
Porter, M. A., Dodd, H., & Cairns, D. (2009). Psycho- outcome
pathological and behavior impairments in Williams-Beuren Raspa, M., Sacco, P., Candrilli, S., Bishop, E., & Petrillo,
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S., & van Achterberg, T. (2017). The Diagnostic Guideline 51(2-B), 1016. Exclusion reason: Not relevant measurement
for Anxiety and Challenging Behaviour for Persons with tool
Intellectual Disabilities: Preliminary Outcomes on Internal- Reardon, T. C., Gray, K. M., & Melvin, G. A. (2015).
izing Problems, Challenging Behaviours, Quality of Life and Anxiety disorders in children and adolescents with intel-
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Quinn, M., Carr, A., Carroll, L., & O'Sullivan, D. (2007). patient population
Parents Plus Programme 1: Evaluation of Its Effectiveness Reilly, C., Atkinson, P., Das, K. B., Chin, R. F., Aylett, S.
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13
287-294. https://doi.org/10.1111/j.1365-2788.1993.tb012 instrument for the assessment of self-injury, stereotyped

85.x. Exclusion reason: Results not reported separately for behavior, and aggression/destruction in individuals with
children and adolescents developmental disabilities. Journal of Autism and Devel-
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information Knight, C., Sevin, J. A., & Sharp, B. (2009). Cutoffs, norms,
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Journal of Medical Genetics. Part C, Seminars in Medical 06.002. Exclusion reason: Mean age < 4 years
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disorder over 3 years: a prospective cohort study of risk Results not reported separately for children and adolescents
markers. Journal of Neurodevelopmental Disorders, 8. Rojahn, J., Rowe, E., Sharber, A., Hastings, R., Matson,
https://doi.org/10.1186/s11689-016-9153-x. Exclusion rea- J., Didden, R., . . . Dumont, E. (2012). The behavior prob-
son: No intellectual disability information lems inventory-short form for individuals with intellectual
Rodriguez, V. (2011). Correlates and risk markers for disabilities: Part I: Development and provisional clinical
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B: The Sciences and Engineering, 72(2-B), 1174. Exclusion 01507.x. Exclusion reason: Adult population
reason: Wrong patient population Rojahn, J., Rowe, E., Sharber, A., Hastings, R., Matson,
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toddlers at risk for developmental delay. Journal of Intel- org/10.1111/j.1365-2788.2011.01506.x. Exclusion reason:
lectual Disability Research, 60(2), 156-166. https://doi.org/ Results not reported separately for children and adolescents
10.1111/jir.12224. Exclusion reason: Mean age < 4 years Rojahn, J., Schroeder, S. R., Mayo-Ortega, L., Oyama-
Rojahn, J., Barnard-Brak, L., Richman, D., Dotson, W., Ganiko, R., LeBlanc, J., Marquis, J., & Berke, E. (2013).
Medeiros, K., Wei, T., & Abby, L. (2013). Behavior prob- Validity and reliability of the Behavior Problems Inventory,
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rately for children and adolescents 02.024. Exclusion reason: Mean age < 4 years
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son: Theoretical article/Comment ers' observations of the behavior of children with learning
Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & problems. Journal of Learning Disabilities, 21(3), 189-190.
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< 4 years adolescents
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evant measurement tool 532850. Exclusion reason: Mean age < 4 years
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13
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No intellectual disability information
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Autism characteristics and behavioural disturbances in ~ 1949-1958. https://doi.org/10.1007/s10803-012-1442-y.
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dren with Pervasive Developmental Disorders. Journal of https://doi.org/10.2466/pr0.1982.50.3.695. Exclusion rea-
Child and Adolescent Psychopharmacology, 15(3), 477-496. son: Not relevant outcome
https://doi.org/10.1089/cap.2005.15.477. Exclusion reason: Zeilinger, E. L., Weber, G., & Haveman, M. J. (2011).
No intellectual disability information Psychometric properties and norms of the German ABC-
Wheeler, A., Raspa, M., Bann, C., Bishop, E., Hessl, D., Community and PAS-ADD Checklist. Research in Devel-
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list in fragile X syndrome. American Journal of Medical
Genetics. Part A, 164A(1), 141-155. https://d oi.o rg/1 0.1 002/ Acknowledgments We would like to thank Emeritus Professor Michael
G. Aman for commenting on the manuscript.
ajmg.a.36232. Exclusion reason: Results not reported sepa-
rately for children and adolescents Author contributions MBH had the idea for the article. BA performed
Wieland, J., & Zitman, F. G. (2016). Brief Symptom the literature search. All the authors contributed in the data analysis.
Inventory symptom profiles of outpatients with borderline MBH drafted the article. All authors critically revised the work and
intellectual functioning and major depressive disorder or approved the final version of the article.
posttraumatic stress disorder: Comparison with patients
Funding Open Access funding provided by UiT The Arctic University
from regular mental health care and patients with Mild Intel- of Norway. Funding was supported by Helse Nord RHF [Grant No.
lectual Disabilities. Research in Developmental Disabilities, HNF1525-20] and Marianne Berg Halvorsen.
51-52, 153-159. https://doi.org/10.1016/j.ridd.2016.01.007.
Exclusion reason: Results not reported separately for chil- Declarations
dren and adolescents
Will, M. N., & Wilson, B. J. (2014). A longitudinal Conflict of interest The authors have no relevant financial or non-fi-
analysis of parent and teacher ratings of problem behavior nancial interests to disclose.
in boys with and without developmental delays. Journal of
Open Access This article is licensed under a Creative Commons Attri-
Intellectual Disabilities, 18(2), 176-187. https://doi.org/10. bution 4.0 International License, which permits use, sharing, adapta-
1177/1 74462 95145 28828. Exclusion reason: No psychomet- tion, distribution and reproduction in any medium or format, as long
ric information as you give appropriate credit to the original author(s) and the source,
Williams, J. K. (1994). Behavioral characteristics of chil- provide a link to the Creative Commons licence, and indicate if changes
were made. The images or other third party material in this article are
dren with Turner syndrome and children with learning disa- included in the article's Creative Commons licence, unless indicated
bilities. Western Journal of Nursing Research, 16(1), 26-35; otherwise in a credit line to the material. If material is not included in
discussion 35. Exclusion reason: Wrong patient population the article's Creative Commons licence and your intended use is not
Williams, J. K. (1994). Behavioral characteristics of chil- permitted by statutory regulation or exceeds the permitted use, you will
need to obtain permission directly from the copyright holder. To view a
dren with Turner syndrome and children with learning dis- copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
abilities... including commentary by Schepp KG and Tiede-
man ME with author response. Western Journal of Nursing
13
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General Measurement Tools For Assessing Mental Health Problems Among Children and Adolescents With An Intellectual Disability: A Systematic Review

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Journal of Autism and Developmental Disorders (2023) 53:132–204

General Measurement Tools for Assessing Mental Health Problems

Accepted: 21 December 2021 / Published online: 12 January 2022

Keywords Assessment · Intellectual disability · Mental disorders · Mental health · Psychometrics

We contacted experts in the field to identify additional Methodological Quality of MH Measures

Sample size Not reported/applicable 0 = not reported/applicable

Records identified through database Additional records identified

searching through other sources

Records after duplicates removed

Records screened Records excluded

Full-text articles excluded,

36 Mean age <4 years

36 Not relevant outcome

Fig. 1 PRISMA Flow Diagram

(2013) and non-ID ate ID Convergent validity

Emerson, 2005) UK Population-based NR 98 (ID)/4074 Cross-sectional Self-report. Parent. Internal consistency.

Instrument Purpose/ Administration and scoring Framework

2 broadband scales: Internalizing and Exter-

Sansone et al. (2012) 0 0 0 0 0 0 0 0 0 3 1 0 4/11%

Wright, 2010) 1 3 0 0 0 0 0 0 0 1 0 3 8/22%

Instrument/study Internal consistency Test–retest reliability Interrater reliability Criterion validity

ASEBA Total 106

Hastings et al. 3 2 0 0 0 0 0 0 0 3 2 0 10/28%

Mircea et al. (2010) 2 3 0 0 0 0 0 0 0 2 0 3 10/28%

Instrument/study Internal consistency Test–retest reliability Interrater reliability Criterion validity

Emerson, 2005) 1 1 0 0 1 1 1 1 0 0 0 0 6/17%

Quality sum score (possible range 0–36)

Table 5 Summary of overall quality of the psychometric properties of each assessment

ABC GE (4) GE (1) A (1) GE (1) NR GE (1) A (1) 11.43 (4.99)

This systematic review contributes to the field of MH assess-

Appendix II Search strategies # Searches

1 intellectual development disorder/or anencephaly/or crying

S11 TI ((mental* or emotional* S4 DE "Down Syndrome"

S19 TI (child* or kid or kids* or Updated search 13th of March 2021

Ovid MEDLINE(R) and Epub Ahead of Print, In-Pro- # Searches

282001%​29039%​3C0259:​DBPCTO%​3E2.0.​CO;2. Exclu- Algozzine, B., Ysseldyke, J., & Minnesota Univ, M.

intellectual disability and co-occurring disorders. Research 419-427. https://​doi.​org/​10.​1016/j.​ridd.​2014.​08.​017. Exclu-

in Autism Spectrum Disorders, 15-16, 60-68. https://​doi.​ doi.​org/​10.​1111/j.​1365-​2788.​2011.​01465.x. Exclusion rea-

10.​1016/​0270-​3092%​2882%​29900​57-1. Exclusion reason: psychiatric disorders in children with autism: Interview

the Schools, 26(2), 113-125. https://​doi.​org/​10.​1002/​1520-​ 0895-​8017%​282008%​29113%​5B54:​SIWIDF%​5D2.0.​CO;2.

org/​10.​1017/​S0033​29171​80016​05. Exclusion reason: No in a national cohort of 8- to 15-year-old children with cere-

287-294. https://​doi.​org/​10.​1111/j.​1365-​2788.​1993.​tb012​ instrument for the assessment of self-injury, stereotyped

https://​doi.​org/​10.​1177/​00222​19488​02100​313. Exclusion und Kinderpsychiatrie, 53(5), 319-332. Exclusion reason:

References Psychology & Psychiatry & Allied Disciplines, 43(8), 1087–1098.

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org/10.1017/S0033291718001605. Exclusion reason: No in a national cohort of 8- to 15-year-old children with cere-

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