The psychoeducational profile, third edition (PEP-3) scale: A cross-cultural validation for Iranian children with autism / Sayyed Ali SAMADI in Research in Autism, 132 (April 2026)  

Public ISBD [article]  inResearch in Autism > 132 (April 2026) . - 202878 Titre : The psychoeducational profile, third edition (PEP-3) scale: A cross-cultural validation for Iranian children with autism Type de document : texte imprimé Auteurs : Sayyed Ali SAMADI, Auteur ; Mehdi FOULADGAR, Auteur ; Shahnaz Bakhshalizadeh MORADI, Auteur ; Baran LOTFI, Auteur ; Azadeh GHANAVATIAN, Auteur ; Roy MCCONKEY, Auteur Article en page(s) : 202878 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autism  Iran  Psychoeducational Profile  Third Edition  PEP-3  Psychometric properties  Cultural adaptations Résumé : This study evaluated the cultural applicability of the Psychoeducational Profile-3 (PEP-3) for Iranian children with autism spectrum disorder (ASD). Using a multi-center design across 17 provinces, we assessed 524 children (349 ASD, 125 intellectual disabilities, 50 neurotypical controls) aged 2–19 years (M=7.83, SD=3.49). The PEP-3 demonstrated strong psychometric properties: excellent internal consistency (α=.85–.94), test-retest reliability (ICC=.82–.91), and moderate-to-high interrater reliability (r = .72–.85). Caregiver reports showed robust internal consistency (α=.95–.99) but lower parent-professional agreement, suggesting cultural variations in behavioral interpretation. Significant concurrent validity was found with CARS-2 (r = -.64 to −.71), GARS-2 (r = -.58 to −.69), and ADI-R (r = -.52 to −.61). Discriminant validity between ASD and neurotypical development was strong (p < .001 for all composites), but discrimination between ASD and intellectual disability was limited, indicating overlapping scores on the three domains assessed by PEP-3). An analysis of scores on the three domains based on median splits identified three clinically meaningful ASD subgroups: global delays (37%), global strengths (39%), and mixed profiles (24%), to assist with tailored educational planning. Culturally adapted components (Persian alphabet/numerals, modified reading passages) were well-received, though outdated visual materials require updating. Administration times (45–180 min) may limit clinical utility in resource-constrained settings, supporting development of a brief version. The PEP-3 demonstrates valid applicability for Iranian children with ASD when supplemented by caregiver input, contributing to culturally responsive assessment practices and providing implementation guidance for Iran's health and education systems. En ligne : https://doi.org/10.1016/j.reia.2026.202878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] The psychoeducational profile, third edition (PEP-3) scale: A cross-cultural validation for Iranian children with autism [texte imprimé] / Sayyed Ali SAMADI, Auteur ; Mehdi FOULADGAR, Auteur ; Shahnaz Bakhshalizadeh MORADI, Auteur ; Baran LOTFI, Auteur ; Azadeh GHANAVATIAN, Auteur ; Roy MCCONKEY, Auteur . - 202878. Langues : Anglais (eng) in Research in Autism > 132 (April 2026) . - 202878 Mots-clés : Autism Spectrum Disorder  Autism  Iran  Psychoeducational Profile  Third Edition  PEP-3  Psychometric properties  Cultural adaptations Résumé : This study evaluated the cultural applicability of the Psychoeducational Profile-3 (PEP-3) for Iranian children with autism spectrum disorder (ASD). Using a multi-center design across 17 provinces, we assessed 524 children (349 ASD, 125 intellectual disabilities, 50 neurotypical controls) aged 2–19 years (M=7.83, SD=3.49). The PEP-3 demonstrated strong psychometric properties: excellent internal consistency (α=.85–.94), test-retest reliability (ICC=.82–.91), and moderate-to-high interrater reliability (r = .72–.85). Caregiver reports showed robust internal consistency (α=.95–.99) but lower parent-professional agreement, suggesting cultural variations in behavioral interpretation. Significant concurrent validity was found with CARS-2 (r = -.64 to −.71), GARS-2 (r = -.58 to −.69), and ADI-R (r = -.52 to −.61). Discriminant validity between ASD and neurotypical development was strong (p < .001 for all composites), but discrimination between ASD and intellectual disability was limited, indicating overlapping scores on the three domains assessed by PEP-3). An analysis of scores on the three domains based on median splits identified three clinically meaningful ASD subgroups: global delays (37%), global strengths (39%), and mixed profiles (24%), to assist with tailored educational planning. Culturally adapted components (Persian alphabet/numerals, modified reading passages) were well-received, though outdated visual materials require updating. Administration times (45–180 min) may limit clinical utility in resource-constrained settings, supporting development of a brief version. The PEP-3 demonstrates valid applicability for Iranian children with ASD when supplemented by caregiver input, contributing to culturally responsive assessment practices and providing implementation guidance for Iran's health and education systems. En ligne : https://doi.org/10.1016/j.reia.2026.202878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

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