Brief Report: Concurrent Validity of Autism Symptom Severity Measures

Autor/inn/en	Reszka, Stephanie S.; Boyd, Brian A.; McBee, Matthew; Hume, Kara A.; Odom, Samuel L.
Titel	Brief Report: Concurrent Validity of Autism Symptom Severity Measures
Quelle	In: Journal of Autism and Developmental Disorders, 44 (2014) 2, S.466-470 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-013-1879-7
Schlagwörter	Autism; Clinical Diagnosis; Severity (of Disability); Behavior Rating Scales; Interpersonal Competence; Preschool Children; Measures (Individuals); Reliability; Validity; Classification; Pervasive Developmental Disorders; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Schweregrad; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Reliabilität; Gültigkeit; Classification system; Klassifikation; Klassifikationssystem
Abstract	The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10