Nelson Andrew T, Lopata Christopher, Volker Martin A, Thomeer Marcus L, Toomey Jennifer A, Dua Elissa
The Summit Center, 150 Stahl Road, Getzville, NY, 14068, USA.
Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY, 14208, USA.
J Autism Dev Disord. 2016 Sep;46(9):2905-15. doi: 10.1007/s10803-016-2822-5.
This study examined the factor structure and internal consistency of special education teaching staff ratings on the Social Responsiveness Scale-2 (SRS-2; Constantino and Gruber 2012), as well as the percentage of ratings falling above pre-established cut scores, for a sample of lower-functioning youth with autism spectrum disorder (ASD; n = 264). Results of the exploratory factor analysis yielded a four-factor correlated solution. The individual factors and total score demonstrated satisfactory internal consistency reliability for screening purposes. When applying the lowest pre-established cut score (T ≥ 60; minimum indication of clinically significant symptoms/impairments), 85 % of the sample had ratings in that range or higher (more severe). Implications for assessment and future research are provided.
本研究考察了针对264名低功能自闭症谱系障碍（ASD）青少年样本，特殊教育教师在《社会反应量表第二版》（SRS - 2；康斯坦蒂诺和格鲁伯，2012年）上评分的因子结构和内部一致性，以及高于预先设定临界值的评分百分比。探索性因子分析结果得出了一个四因子相关解决方案。各个因子和总分在用于筛查目的时显示出令人满意的内部一致性信度。当应用最低预先设定的临界值（T≥60；临床显著症状/损害的最低指示）时，85%的样本评分处于该范围或更高（更严重）。本文还提供了对评估及未来研究的启示。
