Inter-rater reliability and smallest real difference of the Chinese Psychoeducational Profile-third edition for children with Autism Spectrum Disorder

Responsiveness of the Psychoeducational Profile-third Edition for Children with Autism Spectrum Disorders

“…The smallest real differences of the Chinese PEP-3 ranged from 5.8 to 12.8 for the subtests, and 7.3 to 18.0 for the composites (Fu et al 2010). With respect to its validity, scores of the Chinese PEP-3 subtests have been shown to be significantly correlated with scores of the Vineland Adaptive Behavior Scale (VABS), the Childhood Autism Rating Scale (CARS), the Autism Behavior ChecklistSecond Edition (ABC-2), and the Brief Ability Rating Scale (BARS) (Schopler et al 2005).…”

“…As regards the reliability of the PEP-3, the internal consistency, test-retest reliability, and inter-rater reliability for subtests and composites are good in both the original and the Chinese version (Fu et al 2010;Schopler et al 2005). The smallest real differences of the Chinese PEP-3 ranged from 5.8 to 12.8 for the subtests, and 7.3 to 18.0 for the composites (Fu et al 2010).…”

“…The process of translation has been reported in a previous study (Fu et al 2010). The same concepts and the same factor structure were adopted when the Chinese version was developed.…”

“…The PEP-3 is one of the recommended measures for children with ASD because of its five advantages: comprehensiveness for children with ASD, concrete and interesting materials, untimed administration process, limited verbal demands, and separation of language items from general items (Delmolino 2006;Lam and Rao 1993;Muris et al 1997;Schopler et al 2005;Shek et al 2005). The PEP-3 is a reliable and valid measure (Fu et al 2010;Schopler et al 2005) and has the potential to assess and monitor developmental skills and maladaptive behaviors in children with ASD.…”

The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs

“…The Psychoeducational Profile, Third Edition (PEP-3; Schopler, Lansing, Reichler, & Marcus, 2005) was designed to assess the skills of children with autism spectrum disorder (ASD) and communicative disabilities. A Chinese version is under construction (Fu et al, 2010). The previous version (Psychoeducational Profile-Revised [PEP-R]) has been translated for use in Brazil (De Leon, Bosa, Hugo, & Hutz, 2004), Estonia (Kikas & Haïdkind, 2003), the Netherlands (Steerneman, Muris, Merckelbach, & Willems, 1997), and Italy (Villa et al, 2010), but no separate standardization research has been done.…”