Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-03-2010 | Original Paper

Further Empirical Data on the Psychoeducational Profile-Revised (PEP-R): Reliability and Validation with the Vineland Adaptive Behavior Scales

Auteurs: Susanna Villa, Enrico Micheli, Laura Villa, Valentina Pastore, Alessandro Crippa, Massimo Molteni

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2010

Abstract

The PEP-R (psychoeducational profile revised) is an instrument that has been used in many countries to assess abilities and formulate treatment programs for children with autism and related developmental disorders. To the end to provide further information on the PEP-R’s psychometric properties, a large sample (N = 137) of children presenting Autistic Disorder symptoms under the age of 12 years, including low-functioning individuals, was examined. Results yielded data of interest especially in terms of: Cronbach’s alpha, interrater reliability, and validation with the Vineland Adaptive Behavior Scales. These findings help complete the instrument’s statistical description and augment its usefulness, not only in designing treatment programs for these individuals, but also as an instrument for verifying the efficacy of intervention.

vorige artikel Efficacy of Brief Quantitative Measures of Play for Screening for Autism Spectrum Disorders

volgende artikel Psychotropic Medication Use Among Children With Autism Spectrum Disorders Enrolled in a National Registry, 2007–2008

American Academy of Neurology. (2000). Practice parameter: Screening and diagnosis of autistic spectrum disorders. Neurology, 55(4), 468–479.

American Psychiatric Association. (2000). DSM IV-TR diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Association.

Arduino, M. (2005). Valutazione degli esiti: uno studio attraverso il PEP-R. Autismo e disturbi dello sviluppo, 3(1), 99–126.

Balboni, G., Pedrabissi, L., Molteni, M., & Villa, S. (2001). Discriminant validity of the Vineland Scales: Score profiles of individuals with mental retardation and a specific disorder. American Journal of Mental Retardation, 106(2), 162–172.CrossRefPubMed

Burack, J. A., & Volkmar, F. R. (1992). Development of low- and high-functioning autistic children. Journal of Child Psychology and Psychiatry, 33, 607–616.CrossRefPubMed

Carter, A. S., Volkmar, F. R., Sparrow, S. S., Wang, J. J., Lord, C., Dawson, G., et al. (1998). The Vineland Adaptive Behavior Scales: Supplementary norms for individuals with autism. Journal of Autism and Developmental Disorders, 28(4), 287–302.CrossRefPubMed

Cicchetti, D. V. (1994). Guidelines, criteria and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284–290.CrossRef

Cicchetti, D. V., & Sparrow, S. S. (1981). Developing criteria for establishing interrater reliability of specific items: Assessment of adaptive behavior. American Journal of Mental Deficiency, 86, 127–137.PubMed

Cicchetti, D. V., Sparrow, S. S., & Rourke, B. P. (1991). Adaptive behavior profiles of psychologically disturbed and developmentally disables children. In J. L. Matson & J. Mulich (Eds.), Handbook of mental retardation (Chap. 15 (pp. 222–239). New York: Pergamon.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.CrossRef

De Leon, V., Bosa, C., Hugo, C., & Hutz, C. S. (2004). Psychometric properties of the psychoeducational profile revised: PEP-R. Avaliação Psicologica, 3(1), 39–52.

Delmolino, L. M. (2006). Brief report: Use of DQ for estimating cognitive ability in young children with autism. Journal of Autism and Developmental Disorders, 36(7), 959–963.CrossRefPubMed

Elia, M., Ferri, R., Musumeci, S. A., Panerai, S., Bottitta, M., & Scuderi, C. (2000). Clinical correlates of brain morphometric features of subjects with low-functioning autistic disorder. Journal of Child Neurology, 15(8), 504–508.CrossRefPubMed

Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Dawson, G., et al. (2000). Practice parameter: Screening and diagnosis of autism. Neurology, 55, 468–479.PubMed

Ka-ting Lam, M., & Rao, N. (1993). Developing a Chinese version of the psychoeducational profile (CPEP) to assess autistic children in Hong Kong. Journal of Autism and Developmental Disorders, 23(2), 273–279.CrossRef

Kikas, E., & Häidkind, P. (2003). Letter to the editor: Developing an Estonian version of the psychoeducational profile revised (PEP-R). Journal of Autism and Developmental Disorders, 33(2), 217.CrossRefPubMed

Klin, A., Carter, A., Volkmar, F. R., Cohen, D. J., Marans, W. D., & Sparrow, S. (1997). Assessment issues in children with autism. In D. Cohen & F. Wolkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 411–415). NY: John Wiley & Sons.

Klin, A., Saulnier, C., Tsatsanis, K., & Volkmar, F. (2005). Clinical evaluation in autism spectrum disordered: Psychological assessment within a transdisciplinary framework. In F. R. Volkmar, R. Paul, A. Klein, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed.). NY: John Wiley & Sons.

Kwok, J., Shek, D. T. L., Tse, J., & Chan, S. (1989). Hong Kong based adaptive behavior scale. Hong Kong: Department of Applied Social Studies, City Polytechnic of Hong Kong.

Lord, C., Rutter, M., Goode, S., et al. (1989). Autism diagnostic observation schedule: A standardized observation of communicative and social behavior. Journal of Autism and Developmental Disorders, 19(2), 185–212.CrossRefPubMed

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A recise version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685.CrossRefPubMed

Magiati, I., & Howlin, P. (2001). Monitoring the progress of preschool children with autism enrolled in early intervention programmes: Problems in cognitive assessment. Autism, 5(4), 399–406.CrossRefPubMed

McCarthy, P. L., Cicchetti, D. V., Sznajderman, S. D., Forsyth, B. C., Baron, M. A., Fink, H. D., et al. (1991). Demographic, clinical and psychosocial predictors of the reliability of mothers’ clinical judgments. Pediatrics, 88, 1041–1046.PubMed

Muris, P., Steerneman, P., & Ratering, E. (1997). Brief report: Interrater reliability of the psychoeducational profile (PEP). Journal of Autism and Developmental Disorders, 27(5), 621–626.CrossRefPubMed

Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25–32.CrossRefPubMed

Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46(4), 318–327.CrossRefPubMed

Panerai, S., Zingale, M., Trubia, G., Finocchiaro, M., Zuccarello, R., Ferri, R., & Elia, M. (2009). Special education versus inclusive education: The role of the TEACCH Program. Journal of Autism and Developmental Disorders, Feb 10 (Epub ahead of print).

Ramelli, G. P., Silacci, C., Ferrarini, A., Cattaneo, C., Visconti, P., & Pescia, G. (2008). Microduplication 22q11.2 in a child with autism spectrum disorder: Clinical and genetic study. Developmental Medicine & Child Neurology, 50(12), 953–955.CrossRef

Schatz, J., & Hamdan-Allen, G. (1995). Effects of age and IQ on adaptive behavior domains for children with autism. Journal of Autism and Developmental Disorders, 25(1), 51–60.CrossRefPubMed

Schopler, E. (1997). Implementation of TEACCH philosophy. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 767–795). NY: John Wiley & Sons.

Schopler, E., Lansing, M. D., Reichler, R. J., & Marcus, L. M. (2005). PEP-3 psychoeducational profile (3rd ed.). Austin: Pro-Ed.

Schopler, E., & Reichler, R. J. (1979). Individual assessment and treatment for autistic and developmental disabled children: Vol. 1. Psychoeducational profile. Baltimore: University Park Press.

Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Individual assessment and treatment for autistic and developmental disabled children: Vol. 1. Psychoeducational profile revised (PEP-R). Austin: Pro-Ed.

Schopler, E., Reichler, R. J., & Rochen Renner, B. (1988). The childhood autism rating scale (CARS). Los Angeles: Western Psychological Services.

Shek, D. T. L., Tsang, S. K. M., Lam, L. L., Tang, F. L. Y., & Cheung, P. M. P. (2005). Psychometric properties of the Chinese version of the psycho-educational profile-revised (CPEP-R). Journal of Autism and Developmental Disorders, 35(1), 37–44.CrossRefPubMed

Snijders, J. T., & Snijders-Oomens, N. (1975). Snijders-Oomens niet-verbale intelligentietest (Snijders—Oomens non verbal intelligence test) 2½ − 7. Gronigen: Woltesr-Noordhoff.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behaviour Scales. Circle Pines, MN: American Guidance Service. Italian Edition by G. Balboni & L. Pedrabissi (2003). Florence: O.S. Edition.

Steerneman, P., Muris, P., Merckerlbach, H., & Willems, H. (1997). Assessment of development and abnormal behavior in children with pervasive disorders. Evidence for the reliability and validity of the revised psychoeducational profile. Journal of Autism and Developmental Disorders, 27(2), 177–185.CrossRefPubMed

Stutsman, R. (1948). Merrill-palmer scale of mental tests. Los Angeles, CA: Western Psychological Services.

Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford Binet intelligence scale. Itasca, IL: Riverside Publishing.

Van Berckelaer-Onnes, I., & van Duijn, G. (1993). A comparison between the handicaps behaviour and skills schedule and the psychoeducayional profile. Journal of Autism and Developmental Disorders, 23(2), 263–272.CrossRefPubMed

World Health Organization. (1992). The ICD-10 classification of mental and behavioural disorders. Descriptions and diagnostic guidelines. Geneva: W.H.O.

Titel: Further Empirical Data on the Psychoeducational Profile-Revised (PEP-R): Reliability and Validation with the Vineland Adaptive Behavior Scales
Auteurs: Susanna Villa
Enrico Micheli
Laura Villa
Valentina Pastore
Alessandro Crippa
Massimo Molteni
Publicatiedatum: 01-03-2010
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-009-0877-2

Andere artikelen Uitgave 3/2010

The Medical Home for Children with Autism Spectrum Disorders: Parent and Pediatrician Perspectives

Original Paper

Cerebellum, Language, and Cognition in Autism and Specific Language Impairment

Original Paper

Psychotropic Medication Use Among Children With Autism Spectrum Disorders Enrolled in a National Registry, 2007–2008

Original Paper

Theory of Mind in Adults with HFA and Asperger Syndrome

Original paper

M. Suzanne Zeedyk (ed.): Promoting Social Interaction for Individuals with Communicative Impairments: Making Contact

Book Review

Brief Report: Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders

Brief Report