Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders

Thomas W. Butterworth; M. Antoinette Redoblado Hodge; Kate Sofronoff; Renae Beaumont; Kylie M. Gray; Jacqueline Roberts; Siân K. Horstead; Kristina S. Clarke; Patricia Howlin; John R. Taffe; Stewart L. Einfeld

doi:10.1007/s10803-013-2014-5

Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders

Thomas W. Butterworth, M. Antoinette Redoblado Hodge, Kate Sofronoff, Renae Beaumont, Kylie M. Gray, Jacqueline Roberts, Siân K. Horstead, Kristina S. Clarke, Patricia Howlin, John R. Taffe, Stewart L. Einfeld^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

21 Citations (Scopus)

Abstract

The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years with a mean IQ score of 90.21 (SD = 18.82). The results provide evidence for the concurrent and criterion validity of the ERSSQ Parent form, and the concurrent validity of the ERSSQ Teacher form. The clinical and theoretical implications are discussed, including the necessity of ratings across multiple contexts and the potential use of the ERSSQ in identifying individuals most in need of intervention and for planning and assessing the outcomes of social skills interventions.

Original language	English
Pages (from-to)	1535-1545
Number of pages	11
Journal	Journal of Autism and Developmental Disorders
Volume	44
Issue number	7
DOIs	https://doi.org/10.1007/s10803-013-2014-5
Publication status	Published - Jul 2014
Externally published	Yes

Keywords

ASD
Autism Spectrum Disorders
ERSSQ
Social skills
Validation

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10.1007/s10803-013-2014-5

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Butterworth, T. W., Hodge, M. A. R., Sofronoff, K., Beaumont, R., Gray, K. M., Roberts, J., Horstead, S. K., Clarke, K. S., Howlin, P., Taffe, J. R., & Einfeld, S. L. (2014). Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(7), 1535-1545. https://doi.org/10.1007/s10803-013-2014-5

Butterworth, Thomas W. ; Hodge, M. Antoinette Redoblado ; Sofronoff, Kate ; Beaumont, Renae ; Gray, Kylie M. ; Roberts, Jacqueline ; Horstead, Siân K. ; Clarke, Kristina S. ; Howlin, Patricia ; Taffe, John R. ; Einfeld, Stewart L. / Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders. In: Journal of Autism and Developmental Disorders. 2014 ; Vol. 44, No. 7. pp. 1535-1545.

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title = "Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders",

abstract = "The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years with a mean IQ score of 90.21 (SD = 18.82). The results provide evidence for the concurrent and criterion validity of the ERSSQ Parent form, and the concurrent validity of the ERSSQ Teacher form. The clinical and theoretical implications are discussed, including the necessity of ratings across multiple contexts and the potential use of the ERSSQ in identifying individuals most in need of intervention and for planning and assessing the outcomes of social skills interventions.",

keywords = "ASD, Autism Spectrum Disorders, ERSSQ, Social skills, Validation",

author = "Butterworth, {Thomas W.} and Hodge, {M. Antoinette Redoblado} and Kate Sofronoff and Renae Beaumont and Gray, {Kylie M.} and Jacqueline Roberts and Horstead, {Si{\^a}n K.} and Clarke, {Kristina S.} and Patricia Howlin and Taffe, {John R.} and Einfeld, {Stewart L.}",

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doi = "10.1007/s10803-013-2014-5",

language = "English",

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Butterworth, TW, Hodge, MAR, Sofronoff, K, Beaumont, R, Gray, KM, Roberts, J, Horstead, SK, Clarke, KS, Howlin, P, Taffe, JR & Einfeld, SL 2014, 'Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders', Journal of Autism and Developmental Disorders, vol. 44, no. 7, pp. 1535-1545. https://doi.org/10.1007/s10803-013-2014-5

Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders. / Butterworth, Thomas W.; Hodge, M. Antoinette Redoblado; Sofronoff, Kate; Beaumont, Renae; Gray, Kylie M.; Roberts, Jacqueline; Horstead, Siân K.; Clarke, Kristina S.; Howlin, Patricia; Taffe, John R.; Einfeld, Stewart L.

In: Journal of Autism and Developmental Disorders, Vol. 44, No. 7, 07.2014, p. 1535-1545.

Research output: Contribution to journal › Article › peer-review

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AU - Sofronoff, Kate

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AU - Gray, Kylie M.

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AB - The current study aims to evaluate the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ), a rating scale designed specifically to assess the social skills of young people with Autism Spectrum Disorder (ASD). The participants were 84 children and young adolescents with ASD, aged between 7.97 and 14.16 years with a mean IQ score of 90.21 (SD = 18.82). The results provide evidence for the concurrent and criterion validity of the ERSSQ Parent form, and the concurrent validity of the ERSSQ Teacher form. The clinical and theoretical implications are discussed, including the necessity of ratings across multiple contexts and the potential use of the ERSSQ in identifying individuals most in need of intervention and for planning and assessing the outcomes of social skills interventions.

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Validation of the Emotion Regulation and Social Skills Questionnaire for young people with autism spectrum disorders

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