Literaturnachweis - Detailanzeige
| Autor/inn/en | Reyes, N. M.; Moody, E.; Hightshoe, K.; Davidon, S.; Rosenberg, S.; Dahl, E.; Kubicek, L. F. |
|---|---|
| Titel | Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students |
| Quelle | In: School Psychology Review, 52 (2023) 4, S.453-463 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| DOI | 10.1080/2372966X.2021.1927830 |
| Schlagwörter | Interpersonal Communication; Questionnaires; Spanish; English; Elementary School Students; Student Characteristics; Family Characteristics; Educational Attainment; Autism Spectrum Disorders; Screening Tests; Mothers |
| Abstract | This study examined child and family factors that may influence the Social Communication Questionnaire (SCQ) in English- and Spanish-speaking samples. A total of 199 English- or Spanish-speaking mothers completed the SCQ. Results indicated that Spanish-speaking mothers with limited educational attainment were more likely to report higher scores on the SCQ than those with higher educational attainment. Moreover, differences in response patterns were also observed between Spanish- and English-speaking mothers. That is, SCQ scores tended to be influenced by maternal education in the Spanish-speaking sample and by teachers' reports of behavior/emotional problems in the English-speaking sample. These findings suggest that when using the SCQ, researchers, clinicians, and school providers need to be mindful that a high score on the SCQ does not necessarily indicate autism symptoms or characteristics. Rather, high SCQ scores might represent factors unrelated to autism symptoms, such as child and family characteristics. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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