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Does the Factor Structure of IQ Differ Between the Differential Ability Scales (DAS-II) Normative Sample and Autistic Children? / Caitlin C. CLEMENTS in Autism Research, 13-7 (July 2020)
[article]
Titre : Does the Factor Structure of IQ Differ Between the Differential Ability Scales (DAS-II) Normative Sample and Autistic Children? Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin C. CLEMENTS, Auteur ; Marley W. WATKINS, Auteur ; Robert T. SCHULTZ, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.1184-1194 Langues : Anglais (eng) Mots-clés : autism spectrum disorders autistic disorder educational psychology factor analysis intelligence psychometrics Index. décimale : PER Périodiques Résumé : The Differential Abilities Scales, 2nd edition (DAS-II) is frequently used to assess intelligence in autism spectrum disorder (ASD). However, it remains unknown whether the DAS-II measurement model (e.g., factor structure, loadings), which was developed on a normative sample, holds for the autistic population or requires alternative score interpretations. We obtained DAS-II data from 1,316 autistic individuals in the Simons Simplex Consortium and 2,400 individuals in the normative data set. We combined ASD and normative data sets for multigroup confirmatory factor analyses to assess different levels of measurement invariance, or how well the same measurement model fit both data sets: "weak" or metric, "strong" or scalar, and partial scalar if full scalar was not achieved. A weak invariance model showed excellent fit (Confirmatory Fit Index [CFI]?>?0.995, Tucker Lewis Index [TLI]?>?0.995, root mean square error of approximation [RMSEA]?0.025), but a strong invariance model demonstrated a significant deterioration in fit during permutation testing (all p's<0.001), suggesting measurement bias, meaning systematic error when assessing autistic children. Fit improved significantly, and partial scalar invariance was achieved when either of the two spatial subtest (Recall of Designs or Pattern Construction) intercepts was permitted to vary between the ASD and normative groups, pinpointing these subtests as the source of bias. The DAS-II appears to measure verbal and nonverbal-but not spatial-intelligence in autistic children similarly as in normative sample children. These results may be driven by Pattern Construction, which shows higher scores than other subtests in the ASD sample. Clinicians assessing autistic children with the DAS-II should interpret verbal and nonverbal reasoning composite scores over the spatial score or General Composite Ability. Autism Res 2020, 13: 1184-1194. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The Differential Abilities Scales, 2nd edition (DAS-II) is a popular intelligence quotient (IQ) test for assessing children with autism. This article shows that the DAS-II spatial standardized scores should be interpreted with caution because they hold a different meaning for autistic children. Verbal and nonverbal reasoning scores appear valid and to hold the same meaning for those with and without autism spectrum disorder. En ligne : http://dx.doi.org/10.1002/aur.2285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Autism Research > 13-7 (July 2020) . - p.1184-1194[article] Does the Factor Structure of IQ Differ Between the Differential Ability Scales (DAS-II) Normative Sample and Autistic Children? [Texte imprimé et/ou numérique] / Caitlin C. CLEMENTS, Auteur ; Marley W. WATKINS, Auteur ; Robert T. SCHULTZ, Auteur ; Benjamin E YERYS, Auteur . - p.1184-1194.
Langues : Anglais (eng)
in Autism Research > 13-7 (July 2020) . - p.1184-1194
Mots-clés : autism spectrum disorders autistic disorder educational psychology factor analysis intelligence psychometrics Index. décimale : PER Périodiques Résumé : The Differential Abilities Scales, 2nd edition (DAS-II) is frequently used to assess intelligence in autism spectrum disorder (ASD). However, it remains unknown whether the DAS-II measurement model (e.g., factor structure, loadings), which was developed on a normative sample, holds for the autistic population or requires alternative score interpretations. We obtained DAS-II data from 1,316 autistic individuals in the Simons Simplex Consortium and 2,400 individuals in the normative data set. We combined ASD and normative data sets for multigroup confirmatory factor analyses to assess different levels of measurement invariance, or how well the same measurement model fit both data sets: "weak" or metric, "strong" or scalar, and partial scalar if full scalar was not achieved. A weak invariance model showed excellent fit (Confirmatory Fit Index [CFI]?>?0.995, Tucker Lewis Index [TLI]?>?0.995, root mean square error of approximation [RMSEA]?0.025), but a strong invariance model demonstrated a significant deterioration in fit during permutation testing (all p's<0.001), suggesting measurement bias, meaning systematic error when assessing autistic children. Fit improved significantly, and partial scalar invariance was achieved when either of the two spatial subtest (Recall of Designs or Pattern Construction) intercepts was permitted to vary between the ASD and normative groups, pinpointing these subtests as the source of bias. The DAS-II appears to measure verbal and nonverbal-but not spatial-intelligence in autistic children similarly as in normative sample children. These results may be driven by Pattern Construction, which shows higher scores than other subtests in the ASD sample. Clinicians assessing autistic children with the DAS-II should interpret verbal and nonverbal reasoning composite scores over the spatial score or General Composite Ability. Autism Res 2020, 13: 1184-1194. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The Differential Abilities Scales, 2nd edition (DAS-II) is a popular intelligence quotient (IQ) test for assessing children with autism. This article shows that the DAS-II spatial standardized scores should be interpreted with caution because they hold a different meaning for autistic children. Verbal and nonverbal reasoning scores appear valid and to hold the same meaning for those with and without autism spectrum disorder. En ligne : http://dx.doi.org/10.1002/aur.2285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people / So Yoon KIM in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Wn-ho YOON, Auteur Article en page(s) : p.102355 Langues : Anglais (eng) Mots-clés : Qualitative Autism Stigma Pilot intervention Cultural adaptation Educational psychology Index. décimale : PER Périodiques Résumé : Background Heightened stigma in South Korea may contribute to the difficulties that autistic undergraduate students experience in college. This study aimed to explore non-autistic Korean undergraduate students' stigma toward autistic people using semi-structured interviews surrounding a pilot autism anti-stigma training. Method During the pre-intervention interview, 22 Korean undergraduate students were asked to describe autism, rate their agreement with Social Distance Scale (SDS) items, which asked about their willingness to interact with autistic people, and justify their responses. Participants then completed an online autism training. The post-intervention interview asked the same series of questions but omitted the justification-related questions. We analyzed open-ended responses using content analysis and used a paired-sample t-test to compare pre- and post-intervention averaged SDS items. Results Participants reported different justifications for their desired social distance from autistic people. The types and frequency of justifications mentioned differed depending on the types of relationships expected. Intervention participation was associated with reduced stigma toward autistic people (p < .001). Participants' extreme stereotypes (e.g., savant) and perceptions of autistic individuals as living in their own world shifted toward recognizing autistic individuals as people living in the same world. Conclusions This is the first study to explore why non-autistic Korean college students may desire social distance from autistic people and to attempt to reduce heightened autism stigma in South Korea through an autism training. Future work should use a randomized control trial to examine the causal impact of training on stigma and to identify active ingredients of anti-stigma interventions across cultures. En ligne : https://doi.org/10.1016/j.rasd.2024.102355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102355[article] A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Wn-ho YOON, Auteur . - p.102355.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102355
Mots-clés : Qualitative Autism Stigma Pilot intervention Cultural adaptation Educational psychology Index. décimale : PER Périodiques Résumé : Background Heightened stigma in South Korea may contribute to the difficulties that autistic undergraduate students experience in college. This study aimed to explore non-autistic Korean undergraduate students' stigma toward autistic people using semi-structured interviews surrounding a pilot autism anti-stigma training. Method During the pre-intervention interview, 22 Korean undergraduate students were asked to describe autism, rate their agreement with Social Distance Scale (SDS) items, which asked about their willingness to interact with autistic people, and justify their responses. Participants then completed an online autism training. The post-intervention interview asked the same series of questions but omitted the justification-related questions. We analyzed open-ended responses using content analysis and used a paired-sample t-test to compare pre- and post-intervention averaged SDS items. Results Participants reported different justifications for their desired social distance from autistic people. The types and frequency of justifications mentioned differed depending on the types of relationships expected. Intervention participation was associated with reduced stigma toward autistic people (p < .001). Participants' extreme stereotypes (e.g., savant) and perceptions of autistic individuals as living in their own world shifted toward recognizing autistic individuals as people living in the same world. Conclusions This is the first study to explore why non-autistic Korean college students may desire social distance from autistic people and to attempt to reduce heightened autism stigma in South Korea through an autism training. Future work should use a randomized control trial to examine the causal impact of training on stigma and to identify active ingredients of anti-stigma interventions across cultures. En ligne : https://doi.org/10.1016/j.rasd.2024.102355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524