Reliability and Validity of the Chinese Version of the Social Skills Improvement System Autism Spectrum Scale.

IF 3.2 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Journal of Autism and Developmental Disorders Pub Date : 2025-06-05 DOI:10.1007/s10803-025-06893-x

Manying Hsieh, Hui-Ting Wang, Yu-Ping Chen, Wei-Cheng Wang

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Abstract

The purpose of this study was to examine the reliability and validity of the Chinese version of the SSIS Autism Spectrum Scale Teacher Form, a scale of the SSIS-Rating Scales (Social Skills Improvement System Rating Scales) created by Gresham and Elliott. The scale consists of 15 items divided into two subscales: social skills and problem behaviors related to autism. The participants included 541 school-age children aged 4 to 18 years old (266 females, 275 males). The Autism Behavior Checklist-Taiwan Version Teacher Form was used as a criterion measure. Data analyses were performed using SPSS 25 and Mplus 8.3 statistical package programs, with procedures including reliability testing, criterion-related validity testing, and confirmatory factor analysis (CFA). The results suggested that the SSIS Autism Spectrum Scale Teacher Form has adequate internal consistency reliability, test-retest reliability, and convergent validity. In addition, the confirmatory factor analysis results supported the two-factor structure of the Chinese version of the SSIS Autism Spectrum Scale Teacher Form.

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社会技能改善系统自闭症谱系量表中文版的信度和效度。

本研究的目的是检验Gresham和Elliott编写的SSIS评定量表（Social Skills Improvement System Rating Scales）中的SSIS孤独症谱系量表教师表中文版的信度和效度。该量表由15个项目组成，分为两个子量表：社交技能和与自闭症相关的问题行为。参与者包括541名4至18岁的学龄儿童（266名女性，275名男性）。采用台湾版教师自闭症行为量表作为标准测量。采用SPSS 25和Mplus 8.3统计软件包进行数据分析，程序包括信度检验、效度相关检验和验证性因子分析（CFA）。结果表明，SSIS自闭症谱系量表教师表具有足够的内部一致性信度、重测信度和收敛效度。此外，验证性因子分析结果支持SSIS中文版《自闭症谱系量表教师表》的双因子结构。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Autism and Developmental Disorders PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

8.00

自引率

10.30%

发文量

433

期刊介绍： The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.