6 recherche sur le mot-clé 'Rasch analysis'

Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis / Chien-Yu HUANG ; I. Ning FU ; Kuan-Lin CHEN in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.355?366 Titre : Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis Type de document : texte imprimé Auteurs : Chien-Yu HUANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.355?366 Mots-clés : autism spectrum disorder  Rasch analysis  rehabilitation  theory of mind Index. décimale : PER Périodiques Résumé : Multidimensional theory of mind assessments should include items assessing both explicit theory of mind (theory of mind knowledge) and applied theory of mind (application of theory of mind knowledge in real-life contexts). However, the two theory of mind scores cannot be interpreted collectively to identify children having mismatched explicit and applied theory of mind due to the lack of links between the two scores. To map the information between two theory of mind scores, data of 221 autistic children aged 3 12 years were extracted. Items of the Theory of Mind Task Battery and Theory of Mind Inventory-2 were used to respectively assess the explicit and applied theory of mind. Rasch analysis and correlation coefficients were used to examine the model fits/dimensionality and relationships. After the removal of misfit items, the remaining 45 items showed satisfactory model fits (infit and outfit mean squares?< 1.35). Large correlation (r 0.63) was found between the Rasch scores of the two theory of mind constructs. The scatter plots highlighted that each applied theory of mind score could reflect multiple explicit ToM scores. Accordingly, the information from each theory of mind measure is unique and irreplaceable. Moreover, cutoff scores for identifying children with mismatched explicit and applied theory of mind were proposed to determine the priority of interventions. Lay abstract Theory of mind is an ability to infer others? mental states, which is a foundation for generating appropriate social responses. Theory of mind can be conceptually divided into two related but distinguishable constructs: explicit theory of mind (conceptual knowledge/information about others? mental states) and applied theory of mind (the ability to use theory of mind skills in real-life contexts). Although these two theory of mind scores can be described by the percentages of children in the early, basic, and advanced developmental stages, the resulting information may not be sufficient to determine the corresponding relationships between these two theory of mind constructs or identify children with mismatched theory of mind abilities (e.g. children who have difficulty in effectively applying their theory of mind knowledge in real-life contexts). To resolve these limitations, methods for simultaneously interpreting the relationships between the two theory of mind scores are proposed. Based on the findings, each applied theory of mind score can reflect multiple scores of explicit theory of mind. In particular, the results do not take measurement error into consideration, which would make them more ambiguous. Therefore, the scores of applied theory of mind should be interpreted carefully, given that children who have the same applied theory of mind score may actually have high or low explicit theory of mind. Regarding the method for joint interpretation, cutoff scores were selected to identify children who have mismatched theory of mind abilities (high explicit theory of mind with low applied theory of mind or low explicit theory of mind with high applied theory of mind) and determine the priority for interventions. En ligne : https://dx.doi.org/10.1177/13623613231170698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis [texte imprimé] / Chien-Yu HUANG, Auteur ; I. Ning FU, Auteur ; Kuan-Lin CHEN, Auteur . - p.355?366. in Autism > 28-2 (February 2024) . - p.355?366 Mots-clés : autism spectrum disorder  Rasch analysis  rehabilitation  theory of mind Index. décimale : PER Périodiques Résumé : Multidimensional theory of mind assessments should include items assessing both explicit theory of mind (theory of mind knowledge) and applied theory of mind (application of theory of mind knowledge in real-life contexts). However, the two theory of mind scores cannot be interpreted collectively to identify children having mismatched explicit and applied theory of mind due to the lack of links between the two scores. To map the information between two theory of mind scores, data of 221 autistic children aged 3 12 years were extracted. Items of the Theory of Mind Task Battery and Theory of Mind Inventory-2 were used to respectively assess the explicit and applied theory of mind. Rasch analysis and correlation coefficients were used to examine the model fits/dimensionality and relationships. After the removal of misfit items, the remaining 45 items showed satisfactory model fits (infit and outfit mean squares?< 1.35). Large correlation (r 0.63) was found between the Rasch scores of the two theory of mind constructs. The scatter plots highlighted that each applied theory of mind score could reflect multiple explicit ToM scores. Accordingly, the information from each theory of mind measure is unique and irreplaceable. Moreover, cutoff scores for identifying children with mismatched explicit and applied theory of mind were proposed to determine the priority of interventions. Lay abstract Theory of mind is an ability to infer others? mental states, which is a foundation for generating appropriate social responses. Theory of mind can be conceptually divided into two related but distinguishable constructs: explicit theory of mind (conceptual knowledge/information about others? mental states) and applied theory of mind (the ability to use theory of mind skills in real-life contexts). Although these two theory of mind scores can be described by the percentages of children in the early, basic, and advanced developmental stages, the resulting information may not be sufficient to determine the corresponding relationships between these two theory of mind constructs or identify children with mismatched theory of mind abilities (e.g. children who have difficulty in effectively applying their theory of mind knowledge in real-life contexts). To resolve these limitations, methods for simultaneously interpreting the relationships between the two theory of mind scores are proposed. Based on the findings, each applied theory of mind score can reflect multiple scores of explicit theory of mind. In particular, the results do not take measurement error into consideration, which would make them more ambiguous. Therefore, the scores of applied theory of mind should be interpreted carefully, given that children who have the same applied theory of mind score may actually have high or low explicit theory of mind. Regarding the method for joint interpretation, cutoff scores were selected to identify children who have mismatched theory of mind abilities (high explicit theory of mind with low applied theory of mind or low explicit theory of mind with high applied theory of mind) and determine the priority for interventions. En ligne : https://dx.doi.org/10.1177/13623613231170698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis / Weili YAN in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1872-1884 Titre : Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis Type de document : texte imprimé Auteurs : Weili YAN, Auteur ; Richard J. SIEGERT, Auteur ; Hao ZHOU, Auteur ; Xiaobing ZOU, Auteur ; Lijie WU, Auteur ; Xuerong LUO, Auteur ; Tingyu LI, Auteur ; Ying HUANG, Auteur ; Hongyan GUAN, Auteur ; Xiang CHEN, Auteur ; Meng MAO, Auteur ; Kun XIA, Auteur ; Liang ZHANG, Auteur ; Erzhen LI, Auteur ; Chunpei LI, Auteur ; Xudong ZHANG, Auteur ; Yin ZHOU, Auteur ; Andy SHIH, Auteur ; Eric FOMBONNE, Auteur ; Yi ZHENG, Auteur ; Jisheng HAN, Auteur ; Zhongsheng SUN, Auteur ; Yong-hui JIANG, Auteur ; Yao WANG, Auteur Année de publication : 2021 Article en page(s) : p.1872-1884 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  China  Humans  Parents  Psychometrics  Reproducibility of Results  Autism Spectrum Rating Scale  Rasch analysis  autism spectrum disorders  parent version  psychometrics  school-age children Index. décimale : PER Périodiques Résumé : The Autism Spectrum Rating Scale is a behavioural rating scale completed by parents and teachers that is useful for identifying children with an autism spectrum disorder. The development of a modified Autism Spectrum Rating Scale suitable for use in China is important for the identification of children in China with an autism spectrum disorder. In this study, we examined the Modified Chinese Autism Spectrum Rating Scale using a statistical technique known as Rasch analysis. Rasch analysis tests whether the questionnaire meets the standards for modern scientific measurement. We used Rasch analysis to examine data from 2013 children in China including 420 diagnosed with an autism spectrum disorder who had been rated by a parent or grandparent. After removing a small number of items (questions), the Modified Chinese Autism Spectrum Rating Scale met the stringent criteria for Rasch measurement. The availability of a reliable and precise tool for assessing behaviours characteristic of an autism spectrum disorder in Chinese children will improve the identification and diagnosis of autism spectrum disorder in China, thus enabling better provision of support services. En ligne : http://dx.doi.org/10.1177/13623613211004054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis [texte imprimé] / Weili YAN, Auteur ; Richard J. SIEGERT, Auteur ; Hao ZHOU, Auteur ; Xiaobing ZOU, Auteur ; Lijie WU, Auteur ; Xuerong LUO, Auteur ; Tingyu LI, Auteur ; Ying HUANG, Auteur ; Hongyan GUAN, Auteur ; Xiang CHEN, Auteur ; Meng MAO, Auteur ; Kun XIA, Auteur ; Liang ZHANG, Auteur ; Erzhen LI, Auteur ; Chunpei LI, Auteur ; Xudong ZHANG, Auteur ; Yin ZHOU, Auteur ; Andy SHIH, Auteur ; Eric FOMBONNE, Auteur ; Yi ZHENG, Auteur ; Jisheng HAN, Auteur ; Zhongsheng SUN, Auteur ; Yong-hui JIANG, Auteur ; Yao WANG, Auteur . - 2021 . - p.1872-1884. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1872-1884 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  China  Humans  Parents  Psychometrics  Reproducibility of Results  Autism Spectrum Rating Scale  Rasch analysis  autism spectrum disorders  parent version  psychometrics  school-age children Index. décimale : PER Périodiques Résumé : The Autism Spectrum Rating Scale is a behavioural rating scale completed by parents and teachers that is useful for identifying children with an autism spectrum disorder. The development of a modified Autism Spectrum Rating Scale suitable for use in China is important for the identification of children in China with an autism spectrum disorder. In this study, we examined the Modified Chinese Autism Spectrum Rating Scale using a statistical technique known as Rasch analysis. Rasch analysis tests whether the questionnaire meets the standards for modern scientific measurement. We used Rasch analysis to examine data from 2013 children in China including 420 diagnosed with an autism spectrum disorder who had been rated by a parent or grandparent. After removing a small number of items (questions), the Modified Chinese Autism Spectrum Rating Scale met the stringent criteria for Rasch measurement. The availability of a reliable and precise tool for assessing behaviours characteristic of an autism spectrum disorder in Chinese children will improve the identification and diagnosis of autism spectrum disorder in China, thus enabling better provision of support services. En ligne : http://dx.doi.org/10.1177/13623613211004054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis / Weili YAN in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1872-1884 Titre : Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis Type de document : texte imprimé Auteurs : Weili YAN, Auteur ; Richard J. SIEGERT, Auteur ; Hao ZHOU, Auteur ; Xiaobing ZOU, Auteur ; Lijie WU, Auteur ; Xuerong LUO, Auteur ; Tingyu LI, Auteur ; Yi HUANG, Auteur ; Hongyan GUAN, Auteur ; Xiang CHEN, Auteur ; Meng MAO, Auteur ; Kun XIA, Auteur ; Lan ZHANG, Auteur ; Erzhen LI, Auteur ; Chunpei LI, Auteur ; Xudong ZHANG, Auteur ; Yuanfeng ZHOU, Auteur ; Andy SHIH, Auteur ; Eric FOMBONNE, Auteur ; Yi ZHENG, Auteur ; Jisheng HAN, Auteur ; Zhongsheng SUN, Auteur ; Yong-hui JIANG, Auteur ; Yi WANG, Auteur Article en page(s) : p.1872-1884 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  China  Humans  Parents  Psychometrics  Reproducibility of Results  Autism Spectrum Rating Scale  Rasch analysis  autism spectrum disorders  parent version  school-age children Index. décimale : PER Périodiques Résumé : The Autism Spectrum Rating Scale is a behavioural rating scale completed by parents and teachers that is useful for identifying children with an autism spectrum disorder. The development of a modified Autism Spectrum Rating Scale suitable for use in China is important for the identification of children in China with an autism spectrum disorder. In this study, we examined the Modified Chinese Autism Spectrum Rating Scale using a statistical technique known as Rasch analysis. Rasch analysis tests whether the questionnaire meets the standards for modern scientific measurement. We used Rasch analysis to examine data from 2013 children in China including 420 diagnosed with an autism spectrum disorder who had been rated by a parent or grandparent. After removing a small number of items (questions), the Modified Chinese Autism Spectrum Rating Scale met the stringent criteria for Rasch measurement. The availability of a reliable and precise tool for assessing behaviours characteristic of an autism spectrum disorder in Chinese children will improve the identification and diagnosis of autism spectrum disorder in China, thus enabling better provision of support services. En ligne : http://dx.doi.org/10.1177/13623613211004054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis [texte imprimé] / Weili YAN, Auteur ; Richard J. SIEGERT, Auteur ; Hao ZHOU, Auteur ; Xiaobing ZOU, Auteur ; Lijie WU, Auteur ; Xuerong LUO, Auteur ; Tingyu LI, Auteur ; Yi HUANG, Auteur ; Hongyan GUAN, Auteur ; Xiang CHEN, Auteur ; Meng MAO, Auteur ; Kun XIA, Auteur ; Lan ZHANG, Auteur ; Erzhen LI, Auteur ; Chunpei LI, Auteur ; Xudong ZHANG, Auteur ; Yuanfeng ZHOU, Auteur ; Andy SHIH, Auteur ; Eric FOMBONNE, Auteur ; Yi ZHENG, Auteur ; Jisheng HAN, Auteur ; Zhongsheng SUN, Auteur ; Yong-hui JIANG, Auteur ; Yi WANG, Auteur . - p.1872-1884. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1872-1884 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  China  Humans  Parents  Psychometrics  Reproducibility of Results  Autism Spectrum Rating Scale  Rasch analysis  autism spectrum disorders  parent version  school-age children Index. décimale : PER Périodiques Résumé : The Autism Spectrum Rating Scale is a behavioural rating scale completed by parents and teachers that is useful for identifying children with an autism spectrum disorder. The development of a modified Autism Spectrum Rating Scale suitable for use in China is important for the identification of children in China with an autism spectrum disorder. In this study, we examined the Modified Chinese Autism Spectrum Rating Scale using a statistical technique known as Rasch analysis. Rasch analysis tests whether the questionnaire meets the standards for modern scientific measurement. We used Rasch analysis to examine data from 2013 children in China including 420 diagnosed with an autism spectrum disorder who had been rated by a parent or grandparent. After removing a small number of items (questions), the Modified Chinese Autism Spectrum Rating Scale met the stringent criteria for Rasch measurement. The availability of a reliable and precise tool for assessing behaviours characteristic of an autism spectrum disorder in Chinese children will improve the identification and diagnosis of autism spectrum disorder in China, thus enabling better provision of support services. En ligne : http://dx.doi.org/10.1177/13623613211004054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Comparing ability and norm-referenced scores as clinical trial outcomes for neurodevelopmental disabilities: a simulation study / Cristan FARMER in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Comparing ability and norm-referenced scores as clinical trial outcomes for neurodevelopmental disabilities: a simulation study Type de document : texte imprimé Auteurs : Cristan FARMER, Auteur ; Audrey THURM, Auteur ; Jesse D. TROY, Auteur ; Aaron J. KAAT, Auteur Langues : Anglais (eng) Mots-clés : Humans  Communication  Learning  Neurodevelopmental Disorders/diagnosis  Patient Simulation  Ability score  Clinical outcome assessment  Clinical trials  Endpoints  Floor effect  Growth scale value  Item response theory  Neurodevelopmental disability  Rare genetic condition  Rasch analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: For genetic conditions associated with neurodevelopmental disorder (GCAND), developmental domains such as motor ability, thinking and learning, social abilities, and communication are potential intervention targets. Performance on measures of developmental concepts can be expressed using several types of scores. Norm-referenced scores are intended for the diagnostic context, allowing for the identification of impairment relative to age-based expectations, and can exhibit dramatic floor effects when used in individuals with more significant limitations. Person ability scores, which are derived via Rasch analysis or item response theory, are available on many standardized tests and are intended to measure within-person change. However, they have not been used or evaluated as primary endpoints in GCAND clinical trials. In this study, we simulated a series of parallel-arm clinical trials under several chronological age and impairment conditions, to compare empirically the power and type I error rate of operationalizing test performance using ability scores rather than norm-referenced scores. RESULTS: Using the Vineland Adaptive Behavior Scales as the example, we demonstrated an advantage in statistical power of ability scores over norm-referenced scores at extreme levels of impairment. This advantage was at least partially driven by floor effects in norm-referenced scores. For simulated conditions where impairment was less severe, ability scores outperformed norm-referenced scores, but they were more similar. The type I error rate closely approximated the nominal type I error rate of 5% for both scores. CONCLUSION: The results of this simulation demonstrate a substantial power and interpretative advantage of ability scores over norm-referenced scores for studies of GCAND that will enroll participants with high levels of impairment. These results are expected to generalize to studies of developmental concepts, regardless of the etiology or specific test. However, the relative advantage of ability scores is expected to be even greater for tests with a higher floor than the Vineland. En ligne : https://dx.doi.org/10.1186/s11689-022-09474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Comparing ability and norm-referenced scores as clinical trial outcomes for neurodevelopmental disabilities: a simulation study [texte imprimé] / Cristan FARMER, Auteur ; Audrey THURM, Auteur ; Jesse D. TROY, Auteur ; Aaron J. KAAT, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Mots-clés : Humans  Communication  Learning  Neurodevelopmental Disorders/diagnosis  Patient Simulation  Ability score  Clinical outcome assessment  Clinical trials  Endpoints  Floor effect  Growth scale value  Item response theory  Neurodevelopmental disability  Rare genetic condition  Rasch analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: For genetic conditions associated with neurodevelopmental disorder (GCAND), developmental domains such as motor ability, thinking and learning, social abilities, and communication are potential intervention targets. Performance on measures of developmental concepts can be expressed using several types of scores. Norm-referenced scores are intended for the diagnostic context, allowing for the identification of impairment relative to age-based expectations, and can exhibit dramatic floor effects when used in individuals with more significant limitations. Person ability scores, which are derived via Rasch analysis or item response theory, are available on many standardized tests and are intended to measure within-person change. However, they have not been used or evaluated as primary endpoints in GCAND clinical trials. In this study, we simulated a series of parallel-arm clinical trials under several chronological age and impairment conditions, to compare empirically the power and type I error rate of operationalizing test performance using ability scores rather than norm-referenced scores. RESULTS: Using the Vineland Adaptive Behavior Scales as the example, we demonstrated an advantage in statistical power of ability scores over norm-referenced scores at extreme levels of impairment. This advantage was at least partially driven by floor effects in norm-referenced scores. For simulated conditions where impairment was less severe, ability scores outperformed norm-referenced scores, but they were more similar. The type I error rate closely approximated the nominal type I error rate of 5% for both scores. CONCLUSION: The results of this simulation demonstrate a substantial power and interpretative advantage of ability scores over norm-referenced scores for studies of GCAND that will enroll participants with high levels of impairment. These results are expected to generalize to studies of developmental concepts, regardless of the etiology or specific test. However, the relative advantage of ability scores is expected to be even greater for tests with a higher floor than the Vineland. En ligne : https://dx.doi.org/10.1186/s11689-022-09474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children / Shih-Chieh LEE in Autism Research, 19-7 (July 2026)  

Public ISBD [article]  inAutism Research > 19-7 (July 2026) . - p.e70264 Titre : Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children Type de document : texte imprimé Auteurs : Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.e70264 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Conceptualizing Functioning Levels of Theory of Mind Ability and Performance in Preschool to School-Aged Autistic and Neurotypical Children [texte imprimé] / Shih-Chieh LEE, Auteur ; Chien-Yu HUANG, Auteur ; Tzu-Yun HUANG, Auteur ; Wei-Chun HSU, Auteur ; Cian-Ya LAN, Auteur ; Kuan-Lin CHEN, Auteur . - p.e70264. Langues : Anglais (eng) in Autism Research > 19-7 (July 2026) . - p.e70264 Mots-clés : autism spectrum disorder  psychometrics  Rasch analysis  theory of mind Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children often show reduced theory of mind (ToM). However, existing ToM measures neither sufficiently distinguish ToM ability from performance nor interpret both scores effectively, limiting their interpretability and clinical utility. To resolve these limitations, we characterized the measurement-based functioning levels and correspondence between ToM ability and performance among preschool to school-aged children. Data from 288 autistic and 168 neurotypical children were analyzed using a multidimensional Rasch model. The functioning levels and correspondence were established using expected responses across statistically distinguishable ToM levels. The results revealed three levels of ToM ability?Early (failure on all items), Basic (success on desire-based emotion), and Advanced (success on all items)?and five levels of ToM performance: Pre-ToM (understanding needs and wants), Emerging (simple emotion recognition), Transition (first-order false belief), Premature (contextual understanding), and Mature (pragmatic understanding). Importantly, while ToM performance tended to improve with ToM ability, only 20% of the items were comparable with neurotypical children. In conclusion, our findings highlight a critical gap in autistic children and provide the first empirically derived functioning framework linking ToM ability and performance. Beyond theoretical contribution, this study offers a practical pathway toward valid assessments and tailored interventions that target children's specific social-cognitive needs. En ligne : https://doi.org/10.1002/aur.70264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

An Assessment of the Psychometric Properties of the GHQ-12 in an English Population of Autistic Adults Without Learning Difficulties / Emese MAYHEW in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

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