The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS

Autor/inn/en	Duvekot, Jorieke; van der Ende, Jan; Verhulst, Frank C.; Greaves-Lord, Kirstin
Titel	The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 6, S.1658-1672 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2323-3
Schlagwörter	Accuracy; Screening Tests; Parent Teacher Cooperation; Pervasive Developmental Disorders; Autism; Rating Scales; Classification; Interpersonal Competence; Severity (of Disability); Robustness (Statistics); Scoring Rubrics; Test Reliability; Test Validity; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Screening-Verfahren; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Autismus; Rating-Skala; Classification system; Klassifikation; Klassifikationssystem; Interpersonale Kompetenz; Schweregrad; Widerstandsfähigkeit; Scoring formulas; Auswertungsbogen; Testreliabilität; Testvalidität
Abstract	The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01