Assessment of anxiety in children and adolescents: a comparative study on the validity and reliability of the Spence Children's Anxiety Scale in children and adolescents with anxiety and Autism Spectrum Disorder

Ramona Toscano, Andrew J. Baillie, Heidi J. Lyneham, Anna Kelly, Theresa Kidd, Jennifer L. Hudson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Objective: The present study assessed the utility of the Spence Children's Anxiety Scale - Parent Form (SCAS-P) across parents of children with (i) anxiety and (ii) Autism Spectrum Disorder (ASD). Method: Parents of children aged 7–18 years with anxiety or ASD completed the SCAS-P. Multiple indicator multiple cause (MIMIC) structural equation modelling was utilized to analyse the data. Results: Analysis revealed different factor structures between the Anxious and ASD groups and evidence for measurement variance across groups in some parts of the SCAS-P. Conclusion: Results on the SCAS-P in children with ASD need to be interpreted with caution. Some SCAS-P items cannot be interpreted in the same way in an ASD population compared to neurotypical children with anxiety.

LanguageEnglish
Pages569-576
Number of pages8
JournalJournal of Affective Disorders
Volume260
DOIs
Publication statusPublished - 1 Jan 2020

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Reproducibility of Results
Anxiety
Parents
Autism Spectrum Disorder
Population

Keywords

  • anxiety
  • Autism Spectrum Disorder (ASD)
  • assessment
  • children
  • adolescents

Cite this

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title = "Assessment of anxiety in children and adolescents: a comparative study on the validity and reliability of the Spence Children's Anxiety Scale in children and adolescents with anxiety and Autism Spectrum Disorder",
abstract = "Objective: The present study assessed the utility of the Spence Children's Anxiety Scale - Parent Form (SCAS-P) across parents of children with (i) anxiety and (ii) Autism Spectrum Disorder (ASD). Method: Parents of children aged 7–18 years with anxiety or ASD completed the SCAS-P. Multiple indicator multiple cause (MIMIC) structural equation modelling was utilized to analyse the data. Results: Analysis revealed different factor structures between the Anxious and ASD groups and evidence for measurement variance across groups in some parts of the SCAS-P. Conclusion: Results on the SCAS-P in children with ASD need to be interpreted with caution. Some SCAS-P items cannot be interpreted in the same way in an ASD population compared to neurotypical children with anxiety.",
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T2 - Journal of Affective Disorders

AU - Toscano, Ramona

AU - Baillie, Andrew J.

AU - Lyneham, Heidi J.

AU - Kelly, Anna

AU - Kidd, Theresa

AU - Hudson, Jennifer L.

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N2 - Objective: The present study assessed the utility of the Spence Children's Anxiety Scale - Parent Form (SCAS-P) across parents of children with (i) anxiety and (ii) Autism Spectrum Disorder (ASD). Method: Parents of children aged 7–18 years with anxiety or ASD completed the SCAS-P. Multiple indicator multiple cause (MIMIC) structural equation modelling was utilized to analyse the data. Results: Analysis revealed different factor structures between the Anxious and ASD groups and evidence for measurement variance across groups in some parts of the SCAS-P. Conclusion: Results on the SCAS-P in children with ASD need to be interpreted with caution. Some SCAS-P items cannot be interpreted in the same way in an ASD population compared to neurotypical children with anxiety.

AB - Objective: The present study assessed the utility of the Spence Children's Anxiety Scale - Parent Form (SCAS-P) across parents of children with (i) anxiety and (ii) Autism Spectrum Disorder (ASD). Method: Parents of children aged 7–18 years with anxiety or ASD completed the SCAS-P. Multiple indicator multiple cause (MIMIC) structural equation modelling was utilized to analyse the data. Results: Analysis revealed different factor structures between the Anxious and ASD groups and evidence for measurement variance across groups in some parts of the SCAS-P. Conclusion: Results on the SCAS-P in children with ASD need to be interpreted with caution. Some SCAS-P items cannot be interpreted in the same way in an ASD population compared to neurotypical children with anxiety.

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