The Persian Version of the Emotion Regulation and Social Skills Questionnaire: Psychometric Properties for Young People with Autism Spectrum Disorders.
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| Title: | The Persian Version of the Emotion Regulation and Social Skills Questionnaire: Psychometric Properties for Young People with Autism Spectrum Disorders. |
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| Authors: | Manoosi, Motahareh (AUTHOR), Rezaei, Bahareh (AUTHOR), Jenabi, Ensiyeh (AUTHOR), Soltanian, Ali Reza (AUTHOR), Rezaei, Mohammad (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. May2026, Vol. 56 Issue 5, p2035-2047. 13p. |
| Subjects: | Emotion regulation, Cross-sectional method, Multitrait multimethod techniques, Statistical correlation, Pearson correlation (Statistics), Cronbach's alpha, Research funding, Research methodology evaluation, Questionnaires, Social skills in adolescence, Autism, Research evaluation, Descriptive statistics, Psychometrics, Research methodology, Test validity, Statistical reliability, Statistics, Asperger's syndrome, Factor analysis, Data analysis software, Inter-observer reliability |
| Geographic Terms: | Iran |
| Abstract: | Purpose: The aim of the current study was to examine the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ) among young Farsi-speaking individuals with Autism Spectrum Disorder (ASD) in Iran. Methods: This cross-sectional study analyzed data from 108 children and teenagers (aged 7 to 14 years; mean age = 10.55 years, 91% male) with ASD, along with an equal number of neurotypical children, their families, and teachers. The assessment of the ERSSQ's psychometric properties included evaluations of reliability, content validity, and face validity. Cronbach's alpha coefficient was used to estimate the reliability of the ERSSQ-P and ERSSQ-T which were completed respectively by parents and teachers of children with autism spectrum disorders. Results: The results indicated that the Persian versions of the ERSSQ-P and ERSSQ-T questionnaires exhibited adequate face and content validity (CVI = 0.92 and 0.88, respectively). Additionally, both ERSSQ-P and ERSSQ-T demonstrated acceptable internal consistency, with Cronbach's alpha values of 0.95 and 0.70, respectively. Discussion: This study confirms the effectiveness and validity of the ERSSQ-P and ERSSQ-T, which can be utilized by specialists in the field of autism for clinical and research applications. These instruments offer a straightforward and cost-effective means of assessing emotion regulation and social skills among Farsi-speaking children and adolescents with ASD. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Purpose: The aim of the current study was to examine the psychometric properties of the Emotion Regulation and Social Skills Questionnaire (ERSSQ) among young Farsi-speaking individuals with Autism Spectrum Disorder (ASD) in Iran. Methods: This cross-sectional study analyzed data from 108 children and teenagers (aged 7 to 14 years; mean age = 10.55 years, 91% male) with ASD, along with an equal number of neurotypical children, their families, and teachers. The assessment of the ERSSQ's psychometric properties included evaluations of reliability, content validity, and face validity. Cronbach's alpha coefficient was used to estimate the reliability of the ERSSQ-P and ERSSQ-T which were completed respectively by parents and teachers of children with autism spectrum disorders. Results: The results indicated that the Persian versions of the ERSSQ-P and ERSSQ-T questionnaires exhibited adequate face and content validity (CVI = 0.92 and 0.88, respectively). Additionally, both ERSSQ-P and ERSSQ-T demonstrated acceptable internal consistency, with Cronbach's alpha values of 0.95 and 0.70, respectively. Discussion: This study confirms the effectiveness and validity of the ERSSQ-P and ERSSQ-T, which can be utilized by specialists in the field of autism for clinical and research applications. These instruments offer a straightforward and cost-effective means of assessing emotion regulation and social skills among Farsi-speaking children and adolescents with ASD. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06659-x |
