TY - JOUR
T1 - Validation of the emotion regulation and social skills questionnaire for young people with autism spectrum disorders
AU - Butterworth, Thomas W
AU - Hodge, Marie Antoinette Redoblado
AU - Sofronoff, Katherine Veronica
AU - Beaumont, Renae Brooke
AU - Gray, Kylie Megan
AU - Roberts, Jacqueline Margaret Anne
AU - Horstead, Slan K
AU - Clarke, Kristina S
AU - Howlin, Patricia
AU - Taffe, John Raymond
AU - Einfeld, Stewart Lloyd
PY - 2014
Y1 - 2014
N2 - The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years with a mean IQ score of 90.21 (SD = 18.82). The results provide evidence for the concurrent and criterion validity of the ERSSQ Parent form, and the concurrent validity of the ERSSQ Teacher form. The clinical and theoretical implications are discussed, including the necessity of ratings across multiple contexts and the potential use of the ERSSQ in identifying individuals most in need of intervention and for planning and assessing the outcomes of social skills interventions
AB - The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years with a mean IQ score of 90.21 (SD = 18.82). The results provide evidence for the concurrent and criterion validity of the ERSSQ Parent form, and the concurrent validity of the ERSSQ Teacher form. The clinical and theoretical implications are discussed, including the necessity of ratings across multiple contexts and the potential use of the ERSSQ in identifying individuals most in need of intervention and for planning and assessing the outcomes of social skills interventions
UR - http://link.springer.com/article/10.1007%2Fs10803-013-2014-5
U2 - 10.1007/s10803-013-2014-5
DO - 10.1007/s10803-013-2014-5
M3 - Article
SN - 0162-3257
VL - 44
SP - 1535
EP - 1545
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 7
ER -