McMahon Camilla M, McClain Maryellen Brunson, Haverkamp Cassity R, Harris Bryn
Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA.
Department of Counseling and Educational Psychology, Indiana University Bloomington, 201 N. Rose Avenue, Bloomington, IN, 47405, USA.
J Autism Dev Disord. 2024 Aug 3. doi: 10.1007/s10803-024-06452-w.
Several autism knowledge assessments include "don't know" as a response option. The inclusion of this response option may lead to systematic error, such that participants' guessing rate affects the measurement of their autism knowledge. This study examines both predictors of guessing rate for autism knowledge and predictors of autism knowledge, including guessing rate. School-based professionals (n = 396) completed the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R; McClain et al, Journal of Autism and Developmental Disorders 50(3):998-1006, 2020). and the Autism Stigma and Knowledge Questionnaire (ASK-Q; Harrison et al, Journal of Autism and Developmental Disorders 47(10):3281-3295, 2017). Both assessments include "don't know" as a response option. Guessing rate was the strongest predictor of autism knowledge across both the ASKSP-R and the ASK-Q assessments. For the ASKSP-R, participants who were school psychologists, practicing for more years, had more autism-related clinical experiences, and who personally knew an autistic person had a higher guessing rate. School psychologists and participants who worked with more autistic students scored higher in autism knowledge. For the ASK-Q, participants with greater self-perceived autism knowledge had a higher guessing rate. Participants with a doctorate degree, who personally knew an autistic person, and who worked with more autistic students scored higher in autism knowledge. Guessing rate can be a source of systematic error on autism knowledge assessments. Potential solutions to correct for guessing rate are examined and recommended for future use.
几项自闭症知识评估将“不知道”作为一个回答选项。这个回答选项的纳入可能会导致系统误差，即参与者的猜测率会影响对他们自闭症知识的测量。本研究考察了自闭症知识猜测率的预测因素以及包括猜测率在内的自闭症知识的预测因素。学校专业人员（n = 396）完成了《自闭症谱系知识量表专业版修订版》（ASKSP-R；麦克莱恩等人，《自闭症与发育障碍杂志》50(3):998 - 1006，2020年）和《自闭症污名与知识问卷》（ASK-Q；哈里森等人，《自闭症与发育障碍杂志》47(10):3281 - 3295，2017年）。这两项评估都将“不知道”作为一个回答选项。在ASKSP-R和ASK-Q评估中，猜测率都是自闭症知识最强的预测因素。对于ASKSP-R，学校心理学家、从业年限更长、有更多自闭症相关临床经验以及认识自闭症患者的参与者猜测率更高。学校心理学家和与更多自闭症学生合作的参与者在自闭症知识方面得分更高。对于ASK-Q，自我感觉自闭症知识更丰富的参与者猜测率更高。拥有博士学位、认识自闭症患者以及与更多自闭症学生合作的参与者在自闭症知识方面得分更高。猜测率可能是自闭症知识评估中系统误差的一个来源。本文考察了校正猜测率的潜在解决方案，并推荐供未来使用。
