Psychometric properties of the Chinese Parent Version of the Autism Spectrum Rating Scale: Rasch analysis

Author:

Yan Weili1,Siegert Richard J2ORCID,Zhou Hao1,Zou Xiaobing3,Wu Lijie4,Luo Xuerong5,Li Tingyu6,Huang Yi7,Guan Hongyan8,Chen Xiang9,Mao Meng10,Xia Kun11,Zhang Lan10,Li Erzhen8,Li Chunpei1,Zhang Xudong1,Zhou Yuanfeng1,Shih Andy12,Fombonne Eric13ORCID,Zheng Yi14,Han Jisheng15,Sun Zhongsheng16,Jiang Yong-hui17,Wang Yi1ORCID

Affiliation:

1. Children’s Hospital of Fudan University, China

2. Auckland University of Technology, New Zealand

3. Sun Yat-Sen University, China

4. Harbin Medical University, China

5. The Second Xiangya Hospital of Central South University, China

6. Children’s Hospital of Chongqing Medical University, China

7. West China Hospital of Sichuan University, China

8. Capital Institute of Paediatrics, China

9. The 2nd Affiliated Hospital and Yuying Children’s Hospital of Wenzhou Medical University, China

10. Chengdu Women and Children’s Hospital, China

11. Central South University, China

12. Autism Speaks, USA

13. Oregon Health & Science University, USA

14. Capital Medical University, China

15. Peking University, China

16. Beijing Institutes of Life Science, Chinese Academy of Sciences, China

17. Department of Genetics, Pediatrics, & Neuroscience, Yale University School of Medicine, New Haven, CT, USA

Abstract

The recent adaptation of a Chinese parent version of the Autism Spectrum Rating Scale showed the Modified Chinese Autism Spectrum Rating Scale to be reliable and valid for use in China. The aim of this study was to test the Modified Chinese Autism Spectrum Rating Scale for fit to the Rasch model. We analysed data from a previous study of the Modified Chinese Autism Spectrum Rating Scale which comprised 1593 non-cases and 420 children diagnosed with autism spectrum disorder. We used super items based on groups of locally dependent items and item deletion when necessary to achieve good fit to the model for each of the three subscales identified by Zhou et al. and for the full 59-item Modified Chinese Autism Spectrum Rating Scale. The resulting conversion tables enable the use of genuine unidimensional, interval level scores for the total score and three subscales. Reliability was high with Person Separation Index values ranging from 0.83 to 0.89 for the three subscales and 0.79 for the total scale. In addition, we were able to identify a full-scale version of the Autism Spectrum Rating Scale and its three subscales that are all free of differential item functioning in relation to the five person factors recorded namely age, sex, caseness, relative and city. In future studies, the Teacher version of the Modified Chinese Autism Spectrum Rating Scale needs examination with Rasch analysis. Lay abstract 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.

Funder

Key R & D Program of Hunan Province

National Health and Family Planning Commission of the People’s Republic of China

This research was funded by the New Zealand Ministry of Education’s New Zealand–China Tripartite Partnership Fund

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology

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