Article

Factor analysis of the Autism Spectrum Screening Questionnaire

Centre for Child and Adolescent Mental Health, University of Bergen, Norway.
Autism (Impact Factor: 3.5). 02/2008; 12(1):99-112. DOI: 10.1177/1362361307085268
Source: PubMed

ABSTRACT

The present study investigated the factor structure of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7-9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and teacher ASSQ. Most of the variance was explained by one factor including measures of social function, validated by a high correlation with the SDQ peer problems scale. The second factor included measures of autism-associated problems. The items allocated to the third factor were more specific for a cognitive style typically found in high-functioning individuals with autism/Asperger syndrome. This factor did not correlate highly with any of the SDQ subscales. The results indicated that the screening efficiency of ASSQ could be increased by closer examination of the individual profile of factor scores.

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Available from: Astri J Lundervold, Mar 06, 2015
    • "Using a cutoff score of ≥17 for both informants, it has been shown to have a sensitivity of 0.91 and a specificity of 0.86 in a population-based sample[18]. A three-factor solution has been proposed for the ASSQ;[19]the three factors include the following: Social Difficulties (11 items), Motor/Tics/OCD (9 items), and Autistic Style (7 items). At-risk cutoffs on the ASSQ have varied according to the population sampled[16,18,20]. "
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    ABSTRACT: In a defined geographical area in the south of the UK, 115 children with active epilepsy (i.e., children who had seizures in the last year and/or children who are currently taking antiepileptic drugs (AEDs)) were identified via a computerized database and liaison with local pediatricians. Eighty-five (74%) of the children (5-15years of age) underwent a comprehensive psychological assessment. Twenty-one percent of the children met the DSM-IV-TR criteria for ASD, and 61% of them had another DSM-IV-TR behavioral or motor disorder. The Autism Spectrum Screening Questionnaire (ASSQ) was completed by parents (n=69) and by teachers (n=67) of children with an IQ>34. Only 9% of children on parent ratings and 15% of children on teacher ratings had no features of ASD. Parents reported significantly (p<.05) more features of ASD on the ASSQ compared with teachers. Factors significantly associated with responses on the ASSQ included respondent (parents reported more features), school placement (more features in specialized settings), and respondent by school placement interaction. Effective screening for ASD in children with epilepsy will need a consideration of the impact of informant and school placement on ratings. In conclusion, features of ASD were common in children with epilepsy regardless of cognitive ability. The ASSQ was a useful screening instrument in this population, and combining parent and teacher forms was optimal in terms of screening properties. Copyright © 2014. Published by Elsevier Inc.
    No preview · Article · Dec 2014 · Epilepsy & Behavior
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    • "The BCS validation study showed that more than 90% of children who received an ASD diagnosis according to the Diagnostic Interview for Social and Communication Disorders (DISCO), were also rated above the 98th percentile on the ASSQ by parents and/or teachers, corresponding to a sensitivity of 0.91 and a specificity of 0.86 (Posserud et al., 2009). Previous studies from the BCS have shown that the ASSQ has good internal consistency (Cronbach's alpha = 0.86) (Posserud et al., 2006) and a stable three-factor structure with factors labelled Social difficulties (11 items), Motor/tics/OCD (7 items), and Autistic style (9 items) (Posserud et al., 2008). As described by Posserud et al. (2008), the autistic style factor includes items that characterize a verbal language and social-cognitive style often seen in high-functioning individuals with ASD. "
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    ABSTRACT: Level and characteristics of intellectual function (IQ) have been associated with symptom presentation in children with autism spectrum disorder. The present study examined associations between IQ and autistic features in a sample of school aged boys and girls selected from a population-based cohort. The study included detailed examinations of 325 children aged 8–12 years, selected from the sample of the Bergen Child Study. IQ was assessed using the third version of the Wechsler Intelligence Scale for Children (WISC-III) and autistic features by parent reports on the Autism Spectrum Screening Questionnaire (ASSQ). Boys obtained higher ASSQ scores than girls. Gender and FSIQ had main effects on ASSQ scores, with the ASSQ scores showing a gradual decline with higher FSIQ for both genders. Discrepancies between verbal and performance IQ were relatively unrelated to ASSQ scores. The findings emphasize the importance of conducting careful assessments of children before reaching conclusions about cognitive function and autistic features.
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    • "Twenty studies included individuals ranging from young children to adults, 11 studies included samples of only children, and one study (Tadevosyan-Leyfer et al. 2003) did not report the age of the individuals in the sample. Finally, while many studies included a sample of individuals with ASD, some (e.g., Constantino et al. 2004; Kamp-Becker et al. 2009; Mandy et al. 2012; Posserud et al. 2008; Richler et al. 2007) included individuals with typical development, Broader Autism Phenotype, or other psychiatric diagnoses, respectively. This adds additional variance to the samples with which the studies were conducted . "
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    ABSTRACT: Factor analytic studies have been conducted to examine the inter-relationships and degree of overlap among symptoms in Autism Spectrum Disorder (ASD). This paper reviewed 36 factor analytic studies that have examined ASD symptoms, using 13 different instruments. Studies were grouped into three categories: Studies with all DSM-IV symptoms, studies with a subset of DSM-IV symptoms, and studies with symptoms that were not specifically based on the DSM-IV. There was consistent support for a common social/communication domain that is distinct from a restricted and repetitive behaviours and interests domain. Implications for symptom conceptualization and diagnosis in ASD are discussed.
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