Tse Hannah Man-Yan, Ho Irene T, Wong Kathy
Department of Psychology, The University of Hong Kong, Hong Kong, China.
Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, China.
Autism Res. 2021 May;14(5):959-972. doi: 10.1002/aur.2431. Epub 2020 Nov 8.
Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.
在主流课堂学习的自闭症谱系障碍（ASD）学生在学习、社交互动和情绪调节方面存在多种适应困难。识别这些学生认为最具挑战性的领域至关重要，以便教师能够据此提供培训和支持。因此，我们开发、检验并提供了《学习、社交和情绪适应问卷简表》（LSEAQ-S）的常模，这是一种教师报告工具，用于测量香港主流小学学生的53种基本适应行为。教师们为来自204所学校的2298名、2690名和3305名患有ASD学生的三个样本以及来自112所学校的1869名无ASD学生的样本完成了LSEAQ-S。我们的研究表明，11因素结构最能描述LSEAQ-S，该问卷具有较高的内部一致性，并且与《社会反应量表第二版》（SRS-2）检验时具有良好的收敛效度。呈现了按性别和年级（1至3年级；4至6年级）分层的LSEAQ-S常模数据。发现了性别和年级差异，在两个年级水平上，尤其是高年级，患有ASD的女孩在相关技能方面比患有ASD的男孩更落后于同性别的同龄人。LSEAQ-S及其常模数据可以揭示学生的困难和需求，为干预重点提供信息，并有助于监测培训进展。简要概述：本研究介绍了《学习、社交和情绪适应问卷简表》（LSEAQ-S），这是一种在香港开发的教师报告工具，用于测量自闭症谱系障碍（ASD）学生在主流小学的学校适应情况。该测量方法有助于教育人员识别学生落后于同龄人同伴的行为，并促进针对这些行为的培训和支持。《自闭症研究》2021年，14: 959 - 972。© 2020作者。《自闭症研究》由国际自闭症研究协会和威利期刊有限责任公司出版。
