Validation of the Emotion Regulation and Social Skills Questionnaire for young people with Autism Spectrum Disorders

Butterworth, Thomas W., Hodge, M. Antoinette Redoblado, Sofronoff, Kate, Beaumont, Renae, Gray, Kylie M., Roberts, Jacqueline, Horstead, Siân, Clarke, Kristina S., Howlin, Patricia, Taffe, John R. and Einfeld, Stewart L. (2013) Validation of the Emotion Regulation and Social Skills Questionnaire for young people with Autism Spectrum Disorders. Journal of Autism And Developmental Disorders, 44 7: 1535-1545. doi:10.1007/s10803-013-2014-5

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Author Butterworth, Thomas W.
Hodge, M. Antoinette Redoblado
Sofronoff, Kate
Beaumont, Renae
Gray, Kylie M.
Roberts, Jacqueline
Horstead, Siân
Clarke, Kristina S.
Howlin, Patricia
Taffe, John R.
Einfeld, Stewart L.
Title Validation of the Emotion Regulation and Social Skills Questionnaire for young people with Autism Spectrum Disorders
Journal name Journal of Autism And Developmental Disorders   Check publisher's open access policy
ISSN 0162-3257
1573-3432
Publication date 2013-12-14
Year available 2013
Sub-type Article (original research)
DOI 10.1007/s10803-013-2014-5
Open Access Status
Volume 44
Issue 7
Start page 1535
End page 1545
Total pages 11
Place of publication New York, NY, United States
Publisher Springer New York
Language eng
Formatted abstract
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.
Keyword ERSSQ
Social skills
Autism Spectrum Disorders
ASD
Validation
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 14 December 14 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Tue, 01 Apr 2014, 00:16:00 EST by Mrs Alison Pike on behalf of School of Psychology