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ERIC Number: EJ1027050
Record Type: Journal
Publication Date: 2014-Jul
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0734-2829
Test Review: Constantino, J. N., & Gruber, C. P. (2012). "Social Responsiveness Scale-Second Edition" ("SRS-2"). Torrance, CA: Western Psychological Services
Bruni, Teryn P.
Journal of Psychoeducational Assessment, v32 n4 p365-369 Jul 2014
This article reviews the Social Responsiveness Scale-Second Edition (SRS-2), a 65-item rating scale measuring deficits in social behavior associated with Autism Spectrum Disorder (ASD), as outlined by the "Diagnostic and Statistical Manual of Mental Disorders" (4th ed., text rev.; "DSM-IV-TR"; American Psychiatric Association, 2000). The scale can be completed by multiple raters who have at least 1 month of experience with the rated individual. An "average reading ability" is said to be necessary to complete the record forms (Constantino & Gruber, 2012, p. 3). Materials include an examiner's manual and record forms. The scale takes approximately 15 to 20 minutes to complete. The SRS-2 consists of four rating forms across three age ranges. The original SRS, now termed the School-Age Form, covers ages 4-0 to 18-0. Age ranges were extended down through preschool and up through adulthood, including a self-report form for individuals age 19 and above. The Preschool Form covers ages 2-6 to 4-6, the School-Age Form ages 4-0 through 18-0, and the Adult Form ages 19 through 89 years. The Preschool Form and School-Age Form can be rated by teachers or parents. The Adult Form allows for ratings by parents, spouses, friends, and relatives and also includes a separate self-report form. The author evaluates SRS-2 in terms of internal consistency, test-retest reliability, interrater reliability, content validity, mean differences, predictive validity, concurrent validity, and construct validity. It is concluded that the SRS-2 makes a unique contribution toward a comprehensive assessment of ASD, because it focuses specifically on aspects of social reciprocity and social communication. However, use of the results for planning instruction and interpretation of treatment subscale results should be conducted with caution because there are so few items within each subscale and stability data are lacking. Thus, this instrument could be used as one component in a more comprehensive evaluation that also employs information from interviews, direct observation, direct assessment, and curriculum-based measures.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A