一般人常認為心智障礙學生是無憂無慮，但是否真的如此?當心智障礙學生焦慮時，心智障礙學生會表現在甚麼部分?本研究目的旨在透過調查心智障礙學生的焦慮與問題行為，建構高職特教班心智障礙學生的焦慮等值行為。研究分為三個研究問題，一是探究心智障礙學生的焦慮現況；二是探究問題行為和焦慮之關聯；三為以問題行為預測焦慮與憂鬱，確認焦慮等值行為。
本研究以台北市與新北市共263名高職特教班心智障礙學生為對象，以學生自陳量表、訪談心智障礙學生以及教師評量問題行為，探究心智障礙學生的焦慮及其與問題行為的關聯。主要的發現有：
一、高職特教班心智障礙學生焦慮分數顯著高於一般同儕，約有四成六符合焦慮標準（以下簡稱為焦慮組，低於焦慮標準的心智障礙學生則為一般組）。若將標準提高到中度焦慮之標準，則有三成一符合焦慮標準（以下簡稱為高分組）。
二、焦慮組與一般組出現率達顯著差異之部分包括焦慮心智障礙學生較擔憂發生恐怖的事情、擔憂自己的外表、別人不喜歡自己，恐懼狗，以及較多腸胃常不舒服、心跳很快以及快要呼/喘不過氣等生理反應。
三、焦慮組約有六成有焦慮與憂鬱共存之現象。焦慮組符合憂鬱比例高於一般組，心智障礙女生符合憂鬱比例高於心智障礙男生。
四、焦慮組問題行為和焦慮有顯著正相關，但一般組無此相關；以憂鬱為共變項與否，影響心智障礙學生的問題行為和焦慮的關聯。
五、焦慮組與一般組有8項問題行為平均數達顯著差異，以8項問題行為總分診斷焦慮與憂鬱並無差異。以憂鬱為共變項，全體心智障礙學生的問題行為和焦慮達顯著相關有10項問題行為。以此10項行為預測焦慮優於預測憂鬱，且10項問題行為總分診斷焦慮之準確性顯著優於診斷憂鬱之準確性，故為本研究之焦慮等值行為。
六、高分組的焦慮等值行為總分達顯著高於一般組、低分組，焦慮組的焦慮等值行為也高於一般組、低分組；但憂鬱組與非憂鬱組的焦慮等值行為並無顯著差異。
綜合本研究結果與討論，提出下列結論:
一、本研究結果支持自陳方式，輔以適當的協助，就能以自陳方式於評量心智障礙學生的焦慮；心智障礙學生自陳的焦慮和教師評量之問題行為結果有顯著相關，顯示評量心智障礙學生的問題行為可做為評量焦慮的方式之一。
二、心智障礙學生的焦慮高於一般同儕，焦慮內容反應其心理年齡落後生理年齡之事實。焦慮組符合憂鬱標準高於一般組；焦慮組的憂鬱分數不見得高，但符合憂鬱切截點之心智障礙學生，焦慮分數通常偏高。
三、心智障礙學生問題行為和焦慮關聯有三個可能性，一是焦慮反應在問題行為，有所謂的焦慮等值行為；二是中重度焦慮心智障礙學生的問題行為顯著較高，提供焦慮為問題行為的情境事件之證據；三是照顧者對問題行為的立即反應與心智障礙者問題行為之研究，間接提供焦慮使問題行為變成操作行為之證據。
基於研究結果與發現，本研究進一步提出評量心智障礙學生的焦慮與焦慮等值行為之實務運用以及未來研究的相關建議。

Abstract
Individuals with intellectual disabilities are viewed as careless and non-anxious, but it is true? If the students with intellectual disabilities (SID) are anxious, what make them different with other individuals with intellectual disabilities? The purpose of the study is to investigate the anxiety levels and problem behaviors of SID and the behavioral equivalents of anxiety. There are two parts in the study, one is to explore the anxiety levels of SID and compare the results with those of the normal peers, and the other is to analyze the anxiety score with the individual problem behavior and figure out the specific problem behaviors that the anxious SID displaying more than the non-anxious SID.
The subjects are 266 SID that enrolled in special classes of 10 vocational schools in Taipei and New Taipei City participating the study. The data are collected by the self-report, interviewing students with intellectual disabilities, and the problem behavior scale. There are 263 valid cases. Major findings are as following: 1. Students with intellectual disabilities are more anxious than the normal peers, and 46% are anxious. 2. The anxious students with intellectual disabilities, comparing to the non-anxious students with intellectual disabilities, have more symptoms of uncomfortable stomach. The items in the interview that differential the anxious students with intellectual disabilities with other students with intellectual disabilities are worrying something awful to happen, own appearance, classmates disliking me, fearing dogs, heart beating faster, uncomfortable stomach, and feeling breathless. 3. Among the anxious students with intellectual disabilities, about 60% are above the cut score of depression, higher than other students with intellectual disabilities. The percentage of girls with intellectual disabilities that the scores are above the cut score of depression is higher than boys’. 4. The problem behaviors of anxious students with intellectual disabilities and their anxiety scores are significantly positive related, but the problem behaviors of non-anxious students with intellectual disabilities are not related to their anxiety scores. 5. Depression as a covariate, 10 problem behaviors and the anxiety scores reach a significantly positive relationship. Ten problem behaviors, having better accuracy in prediction anxiety, not depression, are as the behavioral equivalents of anxiety. 6. The scores of behavioral equivalents of anxiety (BEA) of anxious students with are higher than
Based on the abovementioned results, the conclusion are drawn as following: 1. Self-report methods, with some accommodations, are available to assess the anxiety of students with intellectual disabilities. The correlation of some problem behaviors and the anxiety scores is significantly positively related. The problem behaviors are a resource of anxiety. 2. Students with intellectual disabilities are more anxious than their peers. The worries and objects making SID anxious reflect the fact that their mental age is left behind their age. The percentage of the anxious students with intellectual disabilities who are also depressed is higher than the non-anxious students with intellectual disabilities. The depression scores of the anxious students with intellectual disabilities are not necessarily high, but the anxiety scores of the depressed students with intellectual disabilities are also high. 3. There are three possible hypotheses of the problem behavior and the anxiety scores. One is that there are possible behavioral equivalents of anxiety; the second is that the anxiety is a setting events; the last one is that the anxiety accidently makes problem behaviors operant behaviors.
The recommendations of future studies and applications on anxiety and behavioral equivalents of anxiety are made based on the results.

參考文獻

壹、中文部分
王文科、王智弘（2006）。教育研究法（第十版）。台北市，五南。
王晴瓏(2004）。深部觸壓治療對於改善自閉症學生焦慮之成效探討。國立陽明大學復健科技輔具研究所碩士論文，未出版。
向名世（2011）。台灣毒蛇傳奇。取自http://e-info.org.tw/column/ourisland/2003/ou03041801.htm。
吳明隆（2008）。二元邏輯斯迴歸。載於SPSS操作與應用—多變量分析實務（471-551頁）。台北市，五南。
吳淑敏（2002）。同儕媒介暨社交技巧教學對增進自閉症兒童社會能力之研究。台灣師範大學特殊教育研究所碩士論文，未出版。
李筱蓉(2004)。焦慮症。載於梁培勇(主編)，兒童偏差行為(143-176頁)。台北市，心理。
林米庭(2006)。親子關係、人際壓力因應與青少年焦慮、憂鬱情緒的探討。東吳大學心理系碩士論文，未出版。
林芸禾(2006)。故事結構教學增進高職輕度智能障礙學生閱讀理解能力之研究。國立台北教育大學特殊教育系碩士論文，未出版。
林清山(1992)。心理與教育統計學。台北市，東華。
林惠芬（2004)。高職輕度智能障礙學生學校生活適應之研究。特殊教育學報， 19, 57-85。
林傑斌、林川雄、劉明德（2004）。SPSS 12 統計建模與應用實務。台北市，博碩文化。
施清嵐（2003）。台北市高職特教班自閉症學生學校適應之研究。國立台灣師範大學特殊教育學系在職進修碩士論文，未出版。
洪儷瑜（2000）。青少年社會行為之多元評量。台北市，師大書苑。
洪儷瑜（2001）。英國的融合教育。台北市，學富。
洪儷瑜、陳學志、卓淑玲（2008）。貝克兒童及青少年量表第二版（中文版）使用手冊。台北市，中國行為科學社。
唐子俊、廖秀娟、孫肇玢、唐慧芳、唐慧娟、邱世祺、王郁菁、張梅地、陳婷婷譯（2010）。變態心理學（修訂版）（A. M. Kring, G. C. Davison, J. M. Neale與S. L. Johnson著）。台北市，雙葉。
張鳳燕、楊妙芬、邱婉珍、蔡素紋譯（2002）。人格心理學：策略與議題（R. M. Liebert與L. L. Liebert著）。台北市，五南。
教育部特殊教育通報網(2008 )。各縣市高中職身心障礙類班級設置。取自http://www.set.edu.tw/static/clslist,asp。
陳正昌（2009）。二元邏輯斯迴歸。載於陳正昌、程炳林、陳新豐、劉子鍵，多變量分析方法—統計軟體應用（五版，79-130頁）。台北市，五南。
陳金定（2005）。心理治療改變之機轉—情緒歷程的完成與情緒基模的重組。輔導季刊， 41， 8-20。
陳孟愉（2003）。國小資優班學童與一般學童自然科學習焦慮影響因素之比較研究。
國立嘉義大學科學教育研究所博士論文，未出版。
陳淑芬（1996）。升大學補習班重考生壓力源、社會支持與生活適應之研究。東海大學社會工作學系碩士論文，未出版。
莊季靜（2006）。國中學生同儕攻擊者之社會訊息處理歷程研究。台灣師範大學教育心理與輔導學系碩士論文，未出版。
曾秋玲(1998)。台灣國中生的自我落差，學業成就與憂鬱焦慮之關係。國立政治大學心理研究所碩士論文，未出版。
黃俊程（2010）。合作學習對國中七年級學生的數學學習成就與數學焦慮的影響。國立台灣師範大學科學教育研究所在職教育碩士班，未出版。
黃裕惠（1998）。功能評量對國中生嚴重不當行為之介入方案之研究。台灣師範大學特教學系碩士論文，未出版。
黃裕惠譯（2006）。行為改變技術（G. Martin與 J. Pear著）。台北市，學富。
黃裕惠、陳明媚、莊季靜譯（2010）。特殊教育導論—創造不同的人生（D. D. Smith著）。台北市，學富。
趙小瑩、王文中、葉寶專（2007）。正負向情感及身體激起量表之發表與試題反應分析：焦慮症與憂鬱症三角模式的再探討。測驗學刊， 54， 223-257。
趙芳玫(2002)。高中職學生的焦慮與憂鬱傾向之探討--以台北縣地區為例。國立台北大學統計學系碩士論文，未出版。
鄭津妃(2003)。電腦化教學系統對增進高功能自閉症兒童解讀錯誤信念之研究。台灣師範大學特殊教育研究所碩士論文。
潘桂成、鄧伯宸、梁永安譯（2008）。恐懼（段孚義著）。台北市，立緒。
劉淑貞(2003)。成語教學方案對自閉症學生閱讀及溝通能力增進之研究。國立台東大學教育研究所碩士論文，未出版。
蔡桂芳(2001)。高職階段智能障礙學生社會技能訓練效果之研究。彰化師範大學特殊教育研究所博士論文，未出版。
蔡淑玲(2002)。心智理論暨社交技巧教學對高功能自閉症兒童社會互動行為成效之研究。彰化師範大學特殊教育研究所碩士論文，未出版。
謝秀圓(2004)。寫作的認知策略教學對高職輕度智能障礙學生寫作表現之研究。彰化師範大學特殊教育研究所碩士論文，未出版。
謝宛陵(2005)。高功能自閉症學生高階心智理論教學之成效研究 ?以一名高職自閉症學生之心智解讀實驗教學為例。台中師範學院特殊教育與輔助科技研究所碩士論文，未出版。
羅汀琳(2004)。圖片兌換溝通系統對中度自閉症兒童溝通行為成效之研究。高雄師範大學特殊教育研究所碩士論文，未出版。

貳、英文部分
Allen, D. (1999). Mediator analysis: an overview of recent research on carers supporting people with intellectual disability and challenging behaviour. Journal of Intellectual Disability Research, 43, 325-339.
Allen, D. (2008). The relationship between challenging behaviour and mental ill-health in people with intellectual disabilities: A review of current theories and evidence. Journal of Intellectual Disabilities, 12, 267-294.
American Association on Intellectual and Developmental Disabilities (2011). About us. Retrieved from http://www.aaidd.org/content_2383.cfm?navID=2
Bailey, N. M., & Andrews, T. M. (2003). Diagnostic criteria for psychiatric disorders for use with adults with learning disabilities/mental retardation (DC-LD) and the diagnosis of anxiety disorders: A review. Journal of Intellectual Disability Research, 51, 54-65.
Bakal, D., Hesson, K., & Demjen, S. (1995). Anxiety and somatic awareness. In K. D. Craig & K. S. Dobson (Eds.), Anxiety and depression in adults and children (pp.135-159). Thousand Oaks, CA: Sage.
Barrios, B. A., & Hartmann, D. P. (1997). Assessment of childhood disorders (3rd ed.).
New York, NY: Guilford.
Bellini, S. (2004). Social skill deficits and anxiety in high-functioning adolescent with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 78-86.
Biggs, B. K., Nelson, J. M., & Sampilo, M. L. (2010). Peer relations in the anxiety-depression link: Test of a mediation model. Anxiety, Stress, & Coping, 23, 431-447.
Blairs, S., Slater, S., & Hare, D. J. (2007). The clinical application of deep touch pressure with a man with autism presenting with severe anxiety and challenging behaviour. British Journal of Learning Disabilities, 35, 214-220.
Brady, E. U., & Kendall, P. C. (1992). Comorbidity of anxiety and depression in children and adolescents. Psychological Bulletin, 111, 244-255.
Brown, T. A. (2007). Temporal course and structural relationships among dimensions of temperament and DSM-IV anxiety and mood disorder constructs. Journal of Abnormal Psychology, 116, 313-328.
Burnette, C. P., Mundy, P. C., Meyer, J. A., Sutton, S. K., Vaughan, A. E., & Charak, D. (2005). Weak central coherence and its relations to theory of mind and anxiety in autism. Journal of Autism and Developmental Disorders, 35, 63-73.
Charlot, L., Deutsch, C., Hunt, A., Fletcher, K.,& Mcllvane, W. (2007). Validation of the Mood and Anxiety Semi-structured (MASS) Interview for patients with intellectual disabilities. Journal of Intellectual Disability Research, 51, 821-834.
Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100, 316-336.
Clarke, G. N., DeBar, L. L., & Lewinsohn, P. M. (2003). Cognitive-behavioral group treatment for adolescent depression. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp.120-134). New York, NY: Guilford.
Crozier, W. R. (2001). Understanding shyness: Psychological perspective. New York, NY: Palgrave.
Dagnan, D., & Jahoda, A. (2006). Cognitive-behavioural intervention for people with intellectual disability and anxiety disorders. Journal of Applied Research in Intellectual Disabilities, 19, 91-97.
Dekker, M. C., & Koot, H. M. (2003). DSM-IV disorders in children with borderline to moderate intellectual disability, I: Prevalence and impact. Journal of American Academy of Child and Adolescent Psychiatry, 42, 915-922.
Donovan, C. L., & Spence, S. H. (2000). Prevention of childhood anxiety disorders. Clinical Psychology Review, 20, 509-531.
Edelmann, R. J. (1992). Anxiety: Theory, Research, and Intervention in clinical and health psychology. New York, NY: John Wiley & Sons.
Emerson, E., Robertson, J., & Wood, J. (2005). Emotional and behavioural needs of children with intellectual disabilities in an urban conurbation. Journal of Intellectual Disability Research, 49, 16-24.
Evans, D. W., Canavera, K., Kleinpeter, F. L., Maccubbin, E., & Taga, K. (2005). The fears, phobias and anxieties of children with autism spectrum disorders and Down syndrome: Comparisons with developmentally and chronologically age matched children. Child Psychiatry and Human Development, 36, 3-26.
Eysenck, H. J. (1975). Anxiety and the natural history of neurosis. In C. D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety (Vo. 1, pp. 51-94). Washington, DC: Hemisphere.
Farrugia, S., & Hudson, J. (2006). Anxiety in Adolescents with Asperger syndrome: Negative thoughts, behavioral problems, and life interference. Focus on Autism and Other Developmental Disabilities, 21, 25-35.
Finlay, W. M. L., & Lyon, E. (2001). Methodological issues in interviewing and using self-report questionnaires with people with mental retardation. Psychological Assessment, 13, 319-335.
Finlay, W. M. L., & Lyons, E. (2005). Rejecting the label: A social constructionist analysis. Mental Retardation, 43, 120-134.
Fowler, R. C., & Schnacker, L. E. (1994). The changing character of behavioral assessment and treatment: a historical introduction and review of functional analysis research. Diagnostique, 19, 79-102.
Fraser, W., & Nolan, M. (1994). Psychiatric disorders in mental retardation. In N. Bouras (Ed.), Mental health in mental retardation: Recent advances and practices (pp. 79-92). New York, NY: Cambridge University Press.
Ginsburg, G. S., Riddle, M. A., & Davies, M. (2006). Somatic symptoms in children and adolescents with anxiety disorders. Journal of American Academy of Child and Adolescent Psychiatry, 45, 1179-1187.
Glenn, E., Bihm, E. M., & Lammers, W. J. (2003). Depression, anxiety, and relavant cognitions in persons with mental retardation. Journal of Autism and Developmental Disorders, 33, 69-76.
Goodwin, M. S., Groden, J., Velicer, W. F., & Diller, A. (2007). Validating the stress survey schedule for persons with autism and other developmental disabilities. Focus on Autism and Other Developmental Disabilities, 22, 183-189.
Gresham, F. M., & Kern, L. (2004). Internalizing behavior problems in children and adolescents. In R. B. Rutherford Jr., M. M. Quinn, & S. R. Mathur (Ed.), Handbook of research in emotional and behavioral disorders (pp.262-281). New York, NY: Guilford.
Grietens, H., Onghena, P., Prinzie, P., Gadeyne, E., Van Assche, V., Ghesquière, P., & Hellinckx, W. (2004). Comparison of mothers', fathers', and teachers' reports on problem behavior in 5- to 6-year-old children. Journal of Psychopathology and Behavioral Assessment, 26,137-146.
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, NY: Plenum.
Hagopian, L. P, Rush, K., Richman, D. M., Kurtz, P. F., Contrucci, S. A., & Crosland, K.
(2002). The development and application of individualized levels systems for the treatment of severe problem behavior. Behavior Therapy, 33, 65-86.
Hassiotis, A., & Barron, D. A. (2007). Mental health, learning disabilities and adolescence: A developmental perspective. Advances in Mental Health and Learning Disabilities, 1, 32-39.
Hill, E., Berthoz, S., & Frith, U. (2004). Cognitive processing of own emotions in individuals with autism spectrum disorder and in their relatives. Journal of Autism and Developmental Disorders, 34, 229-235.
Holden, B., & Gitlesen, J. P. (2004). The association between severity of intellectual disability and psychiatric symptomatology. Journal of Intellectual Disability Research, 48, 556-562.
Hurley, A. D., Folstein, M., & Lam, N. (2003). Patients with and without intellectual disability seeking outpatient psychiatric services: Diagnoses and prescribing pattern. Journal of Intellectual Disability Research, 47, 39-50.
Izard, C. E., & Ackerman, B. P. (2004). Handbook of emotions (2nd ed.). New York, NY: Guilford.
Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). New Jersey, OH: Pearson.
Kendall, P. C. (1994). Treating anxiety disorders in children: results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 62, 100-110.
Kendall, P. C., Aschenbrand, S. G., & Hudson, J. L. (2003). Child-focused treatment of anxiety. In A. E. Kazdin & J. R. Weisz (Eds.), Evidences-based psychotherapies for children and adolescents (pp. 81-100). New York, NY: Guilford.
King, N. J., & Ollendick, T. H. (1989). Children’s anxiety and phobic disorders in school settings: Classification, assessment and intervention issues. Review of Educational Research, 59, 431-470.
King, N. J., Heyne, D., & Ollendick, T. H. (2005). Cognitive-behavioral treatments for anxiety and phobia disorders in children and adolescents: A review. Behavioral Disorders, 30, 241-257.
King, N. J., Ollendick, T. H., Gullone, E., Cummins, R. A., & Josephs, A. (1990). Fears and phobias in the children and adolescents with intellectual disabilities: Assessment and intervention strategies. Australian and New Zealand Journal of Developmental Disabilities, 16, 97-108.
Kymissis, P., & Leven, A. L. (1994). Adolescents with mental retardation and psychiatric disorders. In N. Bouras (Ed.), Mental health in mental retardation: Recent advances and practices (pp. 102-107). New York, NY: Cambridge University Press.
Lindsay, W. R., & Skene, D. D. (2007). The Beck Depression Inventory II and the Beck Anxiety Inventory in people with intellectual disabilities: Factor analyses and group data. Journal of Applied Research in Intellectual Disabilities, 20, 401-408.
Li, H., & Prevatt, F. (2007). Fears and related anxieties across three age groups of Mexican American and White children with Disabilities. The Journal of Genetic Psychology, 168, 381-400.
Marston, G. M., Perry, D. W., & Roy, A. (1997). Manifestations of depression in people with intellectual disability. Journal of Intellectual Disability Research, 41, 476-480.
Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology. Belmont, CA: Wadsworth.
McConaughy, S. H. (2005). Clinical interviews for children and adolescents. New York, NY: Guilford.
Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73, 1085-1100.
Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems. Baltimore, MD: Paul H. Brookes.
Mindham, J., & Espie, C. A. (2003). Glasgow Anxiety Scale for an Intellectual Disability (GAS-ID): Development and psychometric properties of a new measure for use with people with intellectual disability. Journal of Intellectual Disability Research, 47, 22-30.
Moss, S., Emerson, E., Bouras, N., & Holland, A. (1997). Mental disorders and problematic behaviours in people with intellectual disability: future directions for research. Journal of Intellectual Disability Research, 41, 440-447.
Ollendick, T. H. (1995). Assessment of anxiety and phobic disorders in children. In K. D. Craig & K. S. Dobson (Eds.), Anxiety and depression in adults and children (pp.99-134). Thousand Oaks, CA: Sage.
Ollendick, T. H. & Francis, G. (1988). Behavioral assessment and treatment of children phobias. Behavior Modification, 12, 165-204.
Ollendick, T. H., Oswald, D. P., & Ollendick, D. G. (1993). Anxiety disorders in mentally retarded persons. In J. L. Matson & R. P. Barrett (Eds.), Psychopathology in the mentally retarded (2nd ed., pp. 41-85). Boston, MA: Allyn & Bacon.
O’Neill, R. E., Horner, R. H., Ablin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.
Reiss, S. (1994). Psychopathology in mental retardation. In N. Bouras (Ed.), Mental Health in mental retardation: Recent advances and practices (pp. 67-78). New York, NY: Cambridge University Press.
Schalock, R. L., Luckasson, R. A., & Shogren, K. A. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45, 116-124.
Schniering, C. A., Hudson, J. L., & Rapee, R. M. (2000). Issues in the diagnosis and assessment of anxiety disorders in children and adolescents. Clinical Psychology Review, 20, 453-478.
Seligman, L. D. & Ollendick, T. H. (1998). Comorbidity of anxiety and depression in children and adolescents: An integrative review. Clinical Child and Family Psychology Review, 1, 125-144.
Strauss, C. C., Frame, C. L., & Forehand, R. (1987). Psychosocial impairment associated with anxiety in children. Journal of Clinical Child Psychology, 16, 235-239.
Sturmey, P., Laud, R. B., Cooper, C. L., Matson, J. L., & Fodstad, J. C. (2010). Challenging behaviors should not be considered depressive equivalents in individuals with intellectual disabilities. II. A replication study. Research of Developmental Disabilities, 31, 1002-1007.
Sullivan, K., Hooper, S., & Hatton, D. (2007). Behavioural equivalents of anxiety in children with fragile X syndrome: Parent and teacher report. Journal of Intellectual Disability Research, 51, 54-65.
Szymanski, L. S. (1994). Mental retardation and mental health: concepts, aetiology, and incidence. In N. Bouras (Ed.), Mental health in mental retardation: Recent advances and practices (pp. 19-33). New York, NY: Cambridge University Press.
Tsiouris, J. A., Mann, R., Patti, P. J., & Sturmey, P. (2003). Challenging behaviours should not be considered as depressive equivalents in individuals with intellectual disability. Journal of Intellectual Disability Research, 47, 14-21.
Weisblatt, S. A. (1994). Diagnosis of psychiatric disorders in persons with mental retardation. In N. Bouras (Ed.), Mental health in mental retardation: Recent advances and practices (pp. 93-101). New York, NY: Cambridge University Press.
White, P., Chant, D., Edwards, N., Townsend, C., & Waghorn, G. (2005). Prevalence of intellectual disability and comorbid mental illness in an Australian community sample. Australian and New Zealand Journal of Psychiatry, 39, 395-400.
Wick-Nelson, R., & Israel, A. C. (2006). Behavior disorders of childhood (6th ed.). New
Jersey, OH: Pearson.
Wing, L. (1994). The autistic continuum. In N. Bouras (Ed.), Mental health in mental retardation: Recent advances and practices (pp. 67-78). New York, NY: Cambridge University Press.
Zeidner, M., Matthews, G., Roberts, R. D., & MacCann, C. (2003). Development of emotional intelligence: towards a multi-level investment model. Human Development, 46, 69-96.