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Journal of Autism and Developmental Disorders

Gepubliceerd in:

22-06-2016 | Original Paper

Exploratory Factor Analysis of SRS-2 Teacher Ratings for Youth with ASD

Auteurs: Andrew T. Nelson, Christopher Lopata, Martin A. Volker, Marcus L. Thomeer, Jennifer A. Toomey, Elissa Dua

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2016

Abstract

This study examined the factor structure and internal consistency of special education teaching staff ratings on the Social Responsiveness Scale-2 (SRS-2; Constantino and Gruber 2012), as well as the percentage of ratings falling above pre-established cut scores, for a sample of lower-functioning youth with autism spectrum disorder (ASD; n = 264). Results of the exploratory factor analysis yielded a four-factor correlated solution. The individual factors and total score demonstrated satisfactory internal consistency reliability for screening purposes. When applying the lowest pre-established cut score (T ≥ 60; minimum indication of clinically significant symptoms/impairments), 85 % of the sample had ratings in that range or higher (more severe). Implications for assessment and future research are provided.

vorige artikel A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School

volgende artikel Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips?

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Titel: Exploratory Factor Analysis of SRS-2 Teacher Ratings for Youth with ASD
Auteurs: Andrew T. Nelson
Christopher Lopata
Martin A. Volker
Marcus L. Thomeer
Jennifer A. Toomey
Elissa Dua
Publicatiedatum: 22-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2822-5

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