Evaluating the factor structure of the Childhood Autism Rating Scale 2 – Standard Version: Evidence for a three-factor model / Jonathan M. CAMPBELL in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202908 Titre : Evaluating the factor structure of the Childhood Autism Rating Scale 2 – Standard Version: Evidence for a three-factor model Type de document : texte imprimé Auteurs : Jonathan M. CAMPBELL, Auteur ; Paulina FEGHALI, Auteur ; Lindsey POWELL, Auteur ; Callie GILCHREST, Auteur ; Alleyne BROOMELL, Auteur ; Lauren GARDNER, Auteur Article en page(s) : p.202908 Langues : Anglais (eng) Mots-clés : Autism  CARS2-ST  Factor analysis  Diagnosis Index. décimale : PER Périodiques Résumé : Purpose The Childhood Autism Rating Scale, Second Edition – Standard Version (CARS2-ST; Schopler et al., 2010) is commonly used for autism diagnostic decision making. Factor analytic investigations of the CARS2-ST, and the CARS, have produced various solutions, ranging from a single factor to five factors. We aimed to summarize factor analyses from published articles to develop and evaluate a consensus-based model. Methods We identified 13 published articles examining the factor structure of the CARS and CARS2-ST. The primary author grouped 38 factors from the 13 articles into three categories (Social Communication, 8 items; Restrictive/Repetitive Behavior/Sensory, 3 items; Emotion and Behavioral Dysregulation, 4 items) and subjected grouping decisions to inter-rater reliability analysis. The proposed model was tested via confirmatory factor analysis (CFA) with 302 children referred to a tertiary autism assessment clinic that included the CARS2-ST as part of the evaluation. The proposed model was evaluated against several other models using Δχ2 tests. Results Coding decisions were reliable across three raters (κ range.69–.80). The proposed model demonstrated good fit (e.g., Comparative Fit Index =.93; Root Mean-Square Error of Approximation =.06) and better fit the data than three other models, all Δχ2, p < .01. Conclusions A three-factor model consisting of Social Communication, Restrictive/Repetitive Behavior/Sensory, and Emotional and Behavioral Dysregulation domains fit CARS2-ST items well. The model fit CARS2-ST items better than four other models, including the two-factor model presented in the CARS2-ST manual. Implications for CARS2-ST interpretation and directions for future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Evaluating the factor structure of the Childhood Autism Rating Scale 2 – Standard Version: Evidence for a three-factor model [texte imprimé] / Jonathan M. CAMPBELL, Auteur ; Paulina FEGHALI, Auteur ; Lindsey POWELL, Auteur ; Callie GILCHREST, Auteur ; Alleyne BROOMELL, Auteur ; Lauren GARDNER, Auteur . - p.202908. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202908 Mots-clés : Autism  CARS2-ST  Factor analysis  Diagnosis Index. décimale : PER Périodiques Résumé : Purpose The Childhood Autism Rating Scale, Second Edition – Standard Version (CARS2-ST; Schopler et al., 2010) is commonly used for autism diagnostic decision making. Factor analytic investigations of the CARS2-ST, and the CARS, have produced various solutions, ranging from a single factor to five factors. We aimed to summarize factor analyses from published articles to develop and evaluate a consensus-based model. Methods We identified 13 published articles examining the factor structure of the CARS and CARS2-ST. The primary author grouped 38 factors from the 13 articles into three categories (Social Communication, 8 items; Restrictive/Repetitive Behavior/Sensory, 3 items; Emotion and Behavioral Dysregulation, 4 items) and subjected grouping decisions to inter-rater reliability analysis. The proposed model was tested via confirmatory factor analysis (CFA) with 302 children referred to a tertiary autism assessment clinic that included the CARS2-ST as part of the evaluation. The proposed model was evaluated against several other models using Δχ2 tests. Results Coding decisions were reliable across three raters (κ range.69–.80). The proposed model demonstrated good fit (e.g., Comparative Fit Index =.93; Root Mean-Square Error of Approximation =.06) and better fit the data than three other models, all Δχ2, p < .01. Conclusions A three-factor model consisting of Social Communication, Restrictive/Repetitive Behavior/Sensory, and Emotional and Behavioral Dysregulation domains fit CARS2-ST items well. The model fit CARS2-ST items better than four other models, including the two-factor model presented in the CARS2-ST manual. Implications for CARS2-ST interpretation and directions for future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Intellectual, Adaptive, and Behavioral Functioning Associated with Designated Levels of Support in a Sample of Autistic Children Referred for Tertiary Assessment / Lauren GARDNER in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4145-4151 Titre : Intellectual, Adaptive, and Behavioral Functioning Associated with Designated Levels of Support in a Sample of Autistic Children Referred for Tertiary Assessment Type de document : texte imprimé Auteurs : Lauren GARDNER, Auteur ; Callie GILCHREST, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.4145-4151 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The diagnostic criteria for autism spectrum disorder in the DSM-5-TR features the option to designate levels of support for social communication (SC) and restricted, repetitive behaviors (RRB). These levels are conceptual in nature, but research indicates standardized assessment outcomes correspond with clinician-assigned levels of support. The purpose of the present study was to identify factors that influence designated levels of support for SC and RRBs when diagnosing autism. Standardized assessment scores across intellectual functioning, adaptive skills, and ASD symptomology were analyzed to determine corresponding levels of support in SC and RRBs assigned by clinicians for 136 autistic children following a comprehensive diagnostic evaluation. At diagnosis, approximately 46% of participants were described as needing substantial support (Level 2) for SC and 49% were described as needing substantial support (Level 2) for RRB. There was a consistent pattern of higher to lower intellectual and adaptive functioning needing Level 1-Level 3 support. Autism assessment results followed a gradient of fewer to greater autism symptoms from Level 1 to Level 3 support. Findings indicated clinician-assigned levels of support for SC and RRB were associated with intellectual functioning, adaptive functioning, autism symptomology, and age, but not sex. En ligne : https://doi.org/10.1007/s10803-023-06141-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Intellectual, Adaptive, and Behavioral Functioning Associated with Designated Levels of Support in a Sample of Autistic Children Referred for Tertiary Assessment [texte imprimé] / Lauren GARDNER, Auteur ; Callie GILCHREST, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.4145-4151. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4145-4151 Index. décimale : PER Périodiques Résumé : The diagnostic criteria for autism spectrum disorder in the DSM-5-TR features the option to designate levels of support for social communication (SC) and restricted, repetitive behaviors (RRB). These levels are conceptual in nature, but research indicates standardized assessment outcomes correspond with clinician-assigned levels of support. The purpose of the present study was to identify factors that influence designated levels of support for SC and RRBs when diagnosing autism. Standardized assessment scores across intellectual functioning, adaptive skills, and ASD symptomology were analyzed to determine corresponding levels of support in SC and RRBs assigned by clinicians for 136 autistic children following a comprehensive diagnostic evaluation. At diagnosis, approximately 46% of participants were described as needing substantial support (Level 2) for SC and 49% were described as needing substantial support (Level 2) for RRB. There was a consistent pattern of higher to lower intellectual and adaptive functioning needing Level 1-Level 3 support. Autism assessment results followed a gradient of fewer to greater autism symptoms from Level 1 to Level 3 support. Findings indicated clinician-assigned levels of support for SC and RRB were associated with intellectual functioning, adaptive functioning, autism symptomology, and age, but not sex. En ligne : https://doi.org/10.1007/s10803-023-06141-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

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