However, efforts are clearly needed to see
whether measures of anxiety designed for typically developing children need to be adapted for the ASD populations and / or if alternative norms need to be established.
Not exact matches
Approximately half
of the students with
anxiety or depression reported not having supportive relationships with their PIs, as
measured in a variety
of ways, including
whether the students feel valued,
whether their PIs have a positive impact on their mental well - being, and
whether they feel that their PIs are assets to their careers.
The data were analyzed to determine
whether families who left the study were different with respect to major demographic factors (eg, age, race, or gender) and / or baseline clinical variables (eg, Pediatric Risk
of Mortality scores or mothers» trait
anxiety), as well as the BASC
measures before the 12 - month follow - up assessment.
With respect to predictive validity, regressions sought to examine
whether the CERS - M is able to predict indicators
of anxiety,
measured three months later and in doing so, to complement the concomitant validity analysis.