ASD Screening Measures for High-Ability Youth with ASD: Examining the ASSQ and SRS

Autor/inn/en	Cederberg, Charles D.; Gann, Lianne C.; Foley-Nicpon, Megan; Sussman, Zachary
Titel	ASD Screening Measures for High-Ability Youth with ASD: Examining the ASSQ and SRS
Quelle	In: Gifted Child Quarterly, 62 (2018) 2, S.220-229 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foley-Nicpon, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217752098
Schlagwörter	Autism; Pervasive Developmental Disorders; Screening Tests; Questionnaires; Accuracy; Disability Identification; Scores; Social Cognition; Communication Skills; Motivation; Statistical Analysis; Likert Scales; Symptoms (Individual Disorders); Parent Surveys; Cognitive Development; Intelligence Tests; Young Children; Observation; Diagnostic Tests; Wechsler Preschool and Primary Scale of Intelligence; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Screening-Verfahren; Fragebogen; Soziale Kognition; Kommunikationsstil; psychologische; Motivation (psychologisch); Statistische Analyse; Likert-Skala; Psychiatrische Symptomatik; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Beobachtung; Diagnostic test; Diagnostischer Test
Abstract	High-ability youth diagnosed with autism spectrum disorder (ASD) historically have been neglected within samples validating ASD screening measures, and consensus for what constitutes high ability has not been established. The Autism Spectrum Screening Questionnaire (ASSQ) and Social Responsiveness Scale (SRS) are two common screening tools for ASD used within research and practice settings. We investigated the accuracy of the ASSQ and SRS for ASD identification among a sample of 23 high-ability youth previously diagnosed with ASD. Results suggest both ASSQ and SRS measures inconsistently screened for ASD. The high-ability students with ASD scored significantly lower on the SRS total score and social cognition, communication, and motivation subscales, suggesting potential phenotypic differences among high-ability youth with ASD that could inform assessment and intervention strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01