| Autor: |
Mundy P; UC Davis School of Education, University of California (UC) Davis, One Shields Ave., Davis, CA, 95616, USA. pcmundy@ucdavis.edu.; MIND Institute, UC Davis, 2825 50th Street, Sacramento, CA, 95817, USA. pcmundy@ucdavis.edu., Novotny S; Institute of Living, Olin Neuropsychiatry Research Center, Hartford, CT, USA., Swain-Lerro L; UC Davis School of Education, University of California (UC) Davis, One Shields Ave., Davis, CA, 95616, USA., McIntyre N; UC Davis School of Education, University of California (UC) Davis, One Shields Ave., Davis, CA, 95616, USA., Zajic M; UC Davis School of Education, University of California (UC) Davis, One Shields Ave., Davis, CA, 95616, USA., Oswald T; MIND Institute, UC Davis, 2825 50th Street, Sacramento, CA, 95817, USA. |
| Abstrakt: |
The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490-509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, α = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62-82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. |
