Brian D Barger

University of Georgia, Athens, GA, United States

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Publications (3)7.01 Total impact

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    ABSTRACT: Rates and onset of regression were meta-analyzed from 85 articles representing 29,035 participants with autism spectrum disorders (ASD). Overall prevalence rate for regression was 32.1, 95 % CI [29.5, 34.8] occurring at mean of 1.78 years, 95 % CI [1.67, 1.89]. Regression prevalence rates differed according to four types of regression: language regression, 24.9 %; language/social regression, 38.1 %; mixed regression, 32.5 %; and unspecified regression, 39.1 %. Regression prevalence also differed according to sampling method: population-based prevalence was 21.8 %, clinic-based prevalence was 33.6 %, and parent survey-based prevalence was 40.8 %. Risk of regression was equal for males and females, but higher for individuals diagnosed with autism versus another ASD. Later age of regression onset was predicted by older age of child.
    Journal of Autism and Developmental Disorders 08/2012; · 3.06 Impact Factor
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    Jonathan M Campbell, Brian D Barger
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    ABSTRACT: Authors examined 1,015 middle school students' knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students' knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students' knowledge of autism should improve peer educational interventions.
    Journal of Autism and Developmental Disorders 06/2011; 41(6):732-40. · 3.06 Impact Factor
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    ABSTRACT: The purpose of this study is to document the content and accuracy of middle school students’ spontaneously generated definitions of autism in order to inform future peer education interventions. Authors evaluated 450 middle school students’ written definitions of autism for accuracy and content. Most students (n = 321; 71.3%) provided accurate definitions of autism; the remaining definitions consisted of (a) a combination of accurate and inaccurate information (n = 45; 10.0%), (b) reporting “Don’t know” (n = 43; 9.6%), (c) inaccurate information (n = 20; 4.4%), and (d) combinations of uncertainty in the presence of accurate and inaccurate information (n = 21; 4.6%). Accurate responses reflected only basic understanding that autism was a disability; few accurate responses identified social, communicative, or restrictive patterns of behavior as core difficulties for individuals with autism. Middle school students reported inaccurate information across varied content, such as etiology, core symptoms, and associated problems. Results suggest that peer education messages should highlight information regarding the defining features, etiology, consequences, and outcomes related to autism. KeywordsAutism–Peers–Middle school–Knowledge–Misperceptions
    Journal of Developmental and Physical Disabilities 23(5):377-397. · 0.89 Impact Factor

Publication Stats

10 Citations
7.01 Total Impact Points


  • 2011–2012
    • University of Georgia
      • Department of Educational Psychology and Instructional Technology
      Athens, GA, United States