The DOI matches its Crossref record; its reference list is not available.
The Development of a Stress Survey Schedule for Persons with Autism and Other Developmental Disabilities
Abstract
The Stress Survey Schedule is an instrument for measuring stress in the lives of persons with autism and other developmental disabilities. Development of the survey and analysis of the underlying measurement structure of the instrument is reported in three studies. Through the use of exploratory and confirmatory analysis procedures, eight dimensions of stress were identified: Anticipation/Uncertainty, Changes and Threats, Unpleasant Events, Pleasant Events, Sensory/Personal Contact, Food Related Activity, Social/Environmental Interactions, and Ritual Related Stress. These stress dimensions are highly relevant to the problems of autism and have not been addressed by other stress surveys. The information obtained from the Stress Survey can be used to plan for strategies to reduce the stress before it occurs or results in maladaptive behavior.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Many individuals with hidden disabilities experience severe difficulties with heightened noises and/or crowded situations within environments.
“experience severe difficulties with heightened noises and/or crowded situations within environments (Groden et al., 2001, Madriaga, 2010).”
From iSenseVR: bringing VR exposure therapy outside the laboratory (2019) · cites this paper as Groden et al., 2001
Citations
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 33 · Cited by 124
Research works printed but not linked: 28
- Bentler, P. M. (1989). EQS structural equations program manual. Los Angeles: BMDP Statistical Software.
- Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 256-259. · DOI · Paper page
- Bollen, K. A., & Long, J. S. (1993). Introduction. In K. A. Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 1-9). Beverly Hills, CA: Sage.
- Bramston, P., & Bostock, J. (1994). Measuring perceived stress in people with intellectual disabilities: The development of a new scale. Australia and New Zealand Journal of Developmental Disabilities, 19, 149-157. · DOI
- Bramston, P., & Fogarty, G. J. (1995). Measuring stress in the mildly intellectually handicapped: The factorial structure of the Subjective Stress Scale. Research in Developmental Disabilities, 16, 117-131. · DOI
- Byrne, B. M. (1994). Structural Equation Modeling with EQS and EQS/Windows. Beverly Hills, CA: Sage.
- Cautela, J. R., & Groden, J. (1978). Relaxation: A comprehensive manual for adults, children, and children with special needs. Champaign, IL: Research Press.
- Celiberti, D. A., Bobo, H. E., Kelly, K. S., Harris, S. L., & Handleman, J. S. (1997). The differential and temporal effects of antecedent exercise on the self-stimulatory behavior of a child with autism. Research in Developmental Disabilities, 18, 139-150. · DOI
- Cohen, D. J., & Volkmar, F. R. (1997). Handbook of autism and pervasive developmental disorders (2nd ed.). New York: Wiley.
- Fogarty, G. J., Bramston, P., & Cummins, R. A. (1997). Validation of the Lifestress Inventory for people with a mild intellectual disability. Research in Developmental Disabilities, 18, 435-456. · DOI
- Grandin, T., & Scariano, M. M. (1986). Emergence: Labeled autistic. Novato, CA: Arena Press.
- Groden, G., Stevenson, S., & Groden, J. (1997). Understanding challenging behavior: A step-by-step behavior analysis guide. Worthington, OH: IDS.
- Groden, J., & Cautela, J. (1984). Use of imagery procedures with students labeled “Trainable Retarded.” Psychological Reports, 54, 595-605. · DOI
- Groden, J., & Cautela, J. (1988). Procedures to increase social interaction among adolescents with autism: A multiple baseline analysis. Journal of Behavior Therapy and Experimental Psychiatry, 19, 87-93. · DOI
- Groden, J., Cautela, J., Prince, S., & Berryman, J. (1994). The impact of stress and anxiety on individuals with autism and developmental disabilities. In E. Schopler & G. B. Mesibov (Eds.), Behavioral issues in autism (pp. 177-194). New York: Plenum Press. · DOI
- Groden, J., & LeVasseur, P. (1999). Stress reduction: A positive behavioral support. Presentation at a web conference, Autism 99 [On-line]. Available: www.autism.org.
- Guadagnoli, E., & Velicer, W. F. (1988). Relations of sample size to the stability of components patterns. Psychological Bulletin, 103, 265-275. · DOI · Paper page
- Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185. · DOI
- Johnston, S. S., & Reichle, J. (1993). Designing and implementing interventions to decrease challenging behavior. Language, Speech and Hearing Services in Schools, 24, 225-235. · DOI
- King, N. J., Molloy, G. N., Heyne, D., Murphy, G. C., Ollendick, T. H. (1998). Emotive imagery treatment for childhood phobias: A credible and empirically validated intervention? Behavioural and Cognitive Psychotherapy, 26, 103-113. · DOI
- Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410. · DOI
- Mullis, R. L., Youngs, G. A., Jr., Mullis, A. K., & Rathge, R. W. (1993). Adolescent stress: Issues of measurement. Adolescence, 28, 267-279.
- Selye, H. (1974). Stress without distress. Philadelphia: Lipincott.
- Setterlind, S, & Larsson, G. (1995). The Stress Profile: A psychological approach to measuring stress. Stress Medicine, 11, 85-92. · DOI
- Silverman, W. K., La Greca, A. M., & Wasserstein, S. (1995). What do children worry about? Worries and their relation to anxiety. Child Development, 66, 671-686. · DOI
- Smith, D. (1989). [Review of the book Autism: Strategies for change]. Research in Developmental Disabilities, 10, 327-330. · DOI
- Williams, D. (1992). Nobody nowhere. New York: Times Books.
- Zwick, W. R., & Velicer, V. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432-442. · DOI
Metadata
- Authors
- Groden, J., Diller, A., Bausman, M., Velicer, W., Norman, G., & Cautela, J.
- Affiliations
- Groden Network (US)
- University of Rhode Island (US)
- Stanford University (US)
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2001-04
- Volume
- 31
- Issue
- 2
- Pages
- 207-217
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W80094600
- Cited by
- 124
- References
- 33
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 2 · 2023: 4 · 2022: 11 · 2021: 9 · 2020: 6 · 2019: 4 · 2018: 3 · 2017: 7 · 2016: 5 · 2015: 8 · 2014: 8 · 2013: 11 · 2012: 4
- FWCI
- 0.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- stress measurement, autism spectrum disorder, developmental disabilities, stress dimensions, social stress, maladaptive behavior, stress reduction strategies
- MeSH terms
- Adolescent, Adult, Autistic Disorder, Child, Developmental Disabilities, Child, Preschool, Factor Analysis, Statistical, Female, Humans, Male, Middle Aged, Psychiatric Status Rating Scales, Psychometrics, Stress, Psychological
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review