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

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

doi:10.1007/s10803-016-2822-5

Cited by 16 publications

(20 citation statements)

References 24 publications

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“…Moreover, the validity of SRS factors was predominantly established with parental reports in this study, and therefore shared method variance may have increased associations. However, a number of studies indicated that SRS data provided by teachers or by adults themselves showed a different pattern of factor structure or poor measurement qualities [e.g., Nelson et al, ; Nishiyama et al, ]. The SRS factor structure might be more valid when parents are the respondents than with other types of informants.…”

Section: Discussionmentioning

confidence: 99%

Validating the social responsiveness scale for adults with autism

et al. 2017

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Lay Abstract A diagnosis of autism spectrum disorder currently requires an individual to have symptoms in two core areas, i.e., difficulties in social communication, and a restricted, repetitive pattern of behavior and interests. A screening tool for autism should reflect these two diagnostic criteria in order to provide a valid way for assessing behaviors related to autism. However, since most autism measurement tools were developed for use with children and adolescents, we do not know as much about the applicability of the measurement tools to adults. The present study evaluated the validity of a commonly used measure for autism symptom severity (i.e., Social Responsiveness Scale, SRS). We examined the relationships between the SRS factors (which were consistent with two core symptom areas) and other measures related to autism in adulthood, using data from 237 adults with autism spectrum disorders. Findings showed that the SRS factors were predictive of autism symptoms and behavioral measures. Results also demonstrated that SRS factors were differentially related to measures specific to social or behavioral domains. These results highlighted the importance of taking the two core symptoms into account at the same time to enhance our understanding of autism symptomatology in adulthood. Scientific Abstract The Social Responsiveness Scale (SRS; Constantino & Gruber, 2005) is a widely-used measure of autism symptoms, but its application for the study of adults with autism spectrum disorders has not been fully evaluated. Using a factor structure consistent with DSM-V criteria for autism spectrum disorder (Frazier et al., 2014), the primary purpose of the current study was to establish the validity of the SRS with a sample of adults with autism spectrum disorder (N = 237). Correlational analyses indicated that SRS factors were highly associated with autism symptoms and behavioral measures, indicating concurrent and predictive validity. Multiple regression results demonstrated that SRS factors were differentially related to measures specific to social or behavioral domains, indicating convergent and discriminant validity. Implications for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Validating the social responsiveness scale for adults with autism

et al. 2017

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“…The SRS consists of five subscales which were developed to differentiate between the subcategories of social impairments for children with ASD (Constantino and Gruber, 2005 ). This continuous scale allows trait quantification and focuses on functions closer linked to activities in everyday life that diagnostic tools might fail to capture (Achenbach, 2011 ; Nelson et al, 2016 ). Most findings support a one-factor model of SRS (Constantino et al, 2004 ; Bolte et al, 2008 ), while others have found evidence for several dimensions (Nelson et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…This continuous scale allows trait quantification and focuses on functions closer linked to activities in everyday life that diagnostic tools might fail to capture (Achenbach, 2011 ; Nelson et al, 2016 ). Most findings support a one-factor model of SRS (Constantino et al, 2004 ; Bolte et al, 2008 ), while others have found evidence for several dimensions (Nelson et al, 2016 ). Although most research with the SRS has focused on the total score only, knowledge about how the different subscales are related to EF will provide new and more differentiated knowledge about the social deficiencies in ASD and may have important implications for interventions.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Aspects of Executive Function Are Highly Associated with Social Functioning on Parent-Rated Measures in Children with Autism Spectrum Disorder

Torske

Nærland

Øie

et al. 2018

Front. Behav. Neurosci.

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Autism Spectrum Disorder (ASD) is characterized by social dysfunction. Even though executive dysfunction has been recognized as important in understanding ASD, the findings are inconsistent. This might be due to different definitions of executive function (EF), which part of EF that has been studied, structured vs. unstructured tasks, inclusion of different moderators (age, IQ, sex) and different diagnostic categories within the spectrum. The main finding is that people with ASD have more EF difficulties than normal controls and more difficulties on open-end tasks than on structured cognitive tasks. Since some EF difficulties may not be observable in a laboratory setting, informant measures might have higher ecological validity than neuropsychological tests. Evidence suggests that executive dysfunctions are associated with social impairments, but few studies have investigated the details of this relationship, and it remains unclear what types of EF deficits are relevant for the social problems of individuals with ASD. Here we investigated which EF domains were associated with various domains of social function on parent-rated measures. A total of 86 children and adolescents with a diagnosis of ASD were included and tested for general cognitive abilities. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF) and the Social Responsiveness Scale (SRS). Multiple regression analysis revealed significant associations between SRS scores and age, sex, total IQ and the BRIEF indexes. The Metacognition Index from the BRIEF added significantly to the prediction of the SRS total score and the subscales Social Communication, Social Motivation and Autistic Mannerisms. The findings suggest that metacognitive aspects of EF are of particular importance for social abilities in children and adolescents with ASD. Earlier research has shown that typically developing (TD) children have a different relationship between EF and social function than children with ASD. They found that in TD children the EF domain related to behavioral regulation was most important to social function. The results from the current study may have implications for understanding the cognitive components of the social problems that define ASD, and may be relevant in developing more targeted clinical EF interventions related to core ASD dysfunctions.

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“…20,21 Kaiser Meyer Olkin (KMO) test and Bartlett's test suggested that EFA was applicable and appropriate. 12,[20][21][22][23] Acceptability of the instrument was determined by conducting separate focused group discussions (FGDs) for feedback of 7 and 6 randomly selected students of year 1 and 2, respectively. Feasibility of using the instrument was assessed by asking the faculty to complete a feedback questionnaire.…”

Section: Methodsmentioning

confidence: 99%

Development and validation of an instrument for assessment of professional behaviour during laboratory sessions

Zehra

Haider

2020

J Pak Med Assoc

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Objective: To develop an instrument to assess professional behaviour among medical students, and to determine its validity, reliability, feasibility and acceptability. Method: This cross-sectional study was conducted at Bahria University Medical and Dental College, Karachi, from July to September 2017, and comprised of medical students in years 1 and 2 of their academic programme. The instrument was developed for the Physiology laboratory sessions using nominal group technique and was tested for validity, reliability, feasibility and acceptability by two assessors through validity and reliability statistics. Data was analysed using SPSS 23. Results: Of the 250 students enrolled, 232(92.8%) had their assessment completed. Applicability of the scale was indicated by exploratory factor analysis. Two factors were isolated which explained 57.65% of the variation. The first factor, comprising of 7 sub-factors, was labelled as 'practical performance' , and the second factor, consisting of 5 sub-factors, as 'personal interactions'. A final 12-item instrument was retained. Cronbach's alpha was determined to be high at 0.863. Intra-class correlation was 0.863 for both years 1 and 2 combined. Conclusion: It was possible to develop an instrument for professional behaviour assessment in Physiology laboratory skills session which could indicate valid, reliable, feasible and acceptable results.

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

Cited by 16 publications

References 24 publications

Validating the social responsiveness scale for adults with autism

Validating the social responsiveness scale for adults with autism

Metacognitive Aspects of Executive Function Are Highly Associated with Social Functioning on Parent-Rated Measures in Children with Autism Spectrum Disorder

Development and validation of an instrument for assessment of professional behaviour during laboratory sessions

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