Abstract
Limited research exists regarding the role of teachers in screening for Autism Spectrum Disorders (ASD). The current study
examined the use of the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) as completed by parents and teachers about school-age children from the Simons Simplex Collection. Using the recommended
cutoff scores in the manuals and extant literature, the teacher-completed SCQ and SRS yielded lower sensitivity and specificity
values than would be desirable; however, lowering the cutoff scores on both instruments improved sensitivity and specificity
to more adequate levels for screening purposes. Using the adjusted cutoff scores, the SRS teacher form appears to be a slightly
better screener than the SCQ. Implications and limitations are discussed, as well as areas for future research.
examined the use of the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) as completed by parents and teachers about school-age children from the Simons Simplex Collection. Using the recommended
cutoff scores in the manuals and extant literature, the teacher-completed SCQ and SRS yielded lower sensitivity and specificity
values than would be desirable; however, lowering the cutoff scores on both instruments improved sensitivity and specificity
to more adequate levels for screening purposes. Using the adjusted cutoff scores, the SRS teacher form appears to be a slightly
better screener than the SCQ. Implications and limitations are discussed, as well as areas for future research.
- Content Type Journal Article
- Category Original paper
- Pages 1-12
- DOI 10.1007/s10803-011-1412-9
- Authors
- G. Thomas Schanding, Department of Educational Psychology, University of Houston, Farish Hall 491, Houston, TX 77204, USA
- Kerri P. Nowell, Department of Educational Psychology, University of Houston, Farish Hall 491, Houston, TX 77204, USA
- Robin P. Goin-Kochel, Psychology Section, Department of Pediatrics, Baylor College of Medicine, Houston, TX 77204, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257