Validation of the Emotion Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders

Butterworth, Thomas; Redoblado-Hodge, Marie Antoinette; Sofronoff, Kate; Beaumont, Renae; Gray, Kylie Megan; Roberts, Jacqueline; Horstead, Siân K.; Clarke, Kristina; Howlin, Patricia; Taffe, John Raymond; Einfeld, Stewart

doi:10.1007/s10803-013-2014-5

Cited by 31 publications

(25 citation statements)

References 22 publications

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“…Overall mean scores are then calculated. The ERSSQ‐P has been found to have high internal consistency and concurrent validity in parents of children with ASD (Butterworth et al., ; Einfeld et al., ).…”

Section: Methodsmentioning

confidence: 99%

A randomized waitlist‐controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism

Weiss

Thomson

Riosa

et al. 2018

Child Psychology Psychiatry

114

105

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BackgroundMental health problems are common among individuals with autism spectrum disorder (ASD), and difficulties with emotion regulation processes may underlie these issues. Cognitive behavior therapy (CBT) is considered an efficacious treatment for anxiety in children with ASD. Additional research is needed to examine the efficacy of a transdiagnostic treatment approach, whereby the same treatment can be applied to multiple emotional problems, beyond solely anxiety. The purpose of the present study was to examine the efficacy of a manualized and individually delivered 10‐session, transdiagnostic CBT intervention, aimed at improving emotion regulation and mental health difficulties in children with ASD.MethodsSixty‐eight children (M age = 9.75, SD = 1.27) and their parents participated in the study, randomly allocated to either a treatment immediate (n = 35) or waitlist control condition (n = 33) (ISRCTN #67079741). Parent‐, child‐, and clinician‐reported measures of emotion regulation and mental health were administered at baseline, postintervention/postwaitlist, and at 10‐week follow‐up.ResultsChildren in the treatment immediate condition demonstrated significant improvements on measures of emotion regulation (i.e., emotionality, emotion regulation abilities with social skills) and aspects of psychopathology (i.e., a composite measure of internalizing and externalizing symptoms, adaptive behaviors) compared to those in the waitlist control condition. Treatment gains were maintained at follow‐up.ConclusionsThis study is the first transdiagnostic CBT efficacy trial for children with ASD. Additional investigations are needed to further establish its relative efficacy compared to more traditional models of CBT for children with ASD and other neurodevelopmental conditions.

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Section: Methodsmentioning

confidence: 99%

A randomized waitlist‐controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism

Weiss

Thomson

Riosa

et al. 2018

Child Psychology Psychiatry

114

105

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“…Only two of the informant report measures, the Social Skills Questionnaire [SSQ; Spence, 1995] and the Emotion Regulation and Social Skills Questionnaire [ERSSQ; Beaumont & Sofronoff, 2008] involved teacher informants; the remaining informants were parents. As shown in Table 1, all measures were used by only one study except for three: (a) the Emotion Regulation Checklist [ERC; Shields & Cicchetti, 1997], a parent report measure of children's typical ways of managing emotional experiences, was used in two of the studies [Jahromi, Bryce, & Swanson, 2013;Scarpa & Reyes, 2011]; (b) the ERSSQ [Beaumont & Sofronoff, 2008] was used in two studies [Beaumont & Sofronoff, 2008;Butterworth et al, 2013]; and (c) the Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997;Muris, Meesters, & van den Berg, 2003], a parent report of adjustment and psychopathology of children and adolescents, was used as such in Rieffe et al [2011] and was also used as self-report [Khor et al, 2014]. Two of the studies used more than one informant report measure [Beaumont & Sofronoff, 2008;Scarpa & Reyes, 2011].…”

Section: Methods Of Measurementmentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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“…25 Such question types may serve as an introduction to more in-depth screening. More detailed measurements of social skills can be established using other measures, to include the Social Skills Rating Scale (SSRS), 29,30 Social Responsiveness Scale (SRS and SRS-2), 16,31 Social Skills Questionnaire (SSQ), 32,33 and Emotion Regulation and Social Skills Questionnaire (ERSSQ). 27 The SCQ is used primarily as a screening tool for autistic behaviors; severity of symptomology can be measured over time with this form 28 and persistently elevated scores may indicate a need for social skills training.…”

Section: Discussionmentioning

confidence: 99%

“…Social skills screening forms used by primary care providers include the Social Communication Questionnaire (SCQ) 26 and the Vanderbilt Assessment Scales. 33 Cross-validity of these tools, including the SCQ, has been well established. The Vanderbilt Assessment (both parent and teacher informant scales) is an established diagnostic tool for attention deficit hyperactivity disorder, but it can also be used to screen for comorbidities found in children with poor social development including anxiety, depression, and oppositional behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…27 The SCQ is used primarily as a screening tool for autistic behaviors; severity of symptomology can be measured over time with this form 28 and persistently elevated scores may indicate a need for social skills training. 33 Screenings may also include measures of depression or anxiety and related comorbidities. More detailed measurements of social skills can be established using other measures, to include the Social Skills Rating Scale (SSRS), 29,30 Social Responsiveness Scale (SRS and SRS-2), 16,31 Social Skills Questionnaire (SSQ), 32,33 and Emotion Regulation and Social Skills Questionnaire (ERSSQ).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A Few Close Friends

Braddock

Twyman

Garrity

et al. 2015

Clin Pediatr (Phila)

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Pediatricians must recognize and respond to adolescents with social skills deficits because they are at heightened risk for mental health disorders, peer victimization, and social isolation. The aim of this project was to describe a group of adolescent children at the time of enrollment into social skills treatment. Ninety participants with neurodevelopmental weaknesses or disorders, to include high-functioning autism spectrum disorder, participated. Results showed that adolescents referred for social skills deficits had communication weaknesses and concerns in everyday social reciprocal behavior. They rarely hosted get-togethers with same-aged peers and were not often invited by same-aged peers to get-togethers. Twenty-nine percent of participants reported that they were victims of bullying, and more than half of participants reported clinically significant ostracism experiences. Results are discussed in terms of the pediatrician's role in the prevention, identification, and treatment of social skills deficits in light of recent research showing brain neuroplasticity extending into adolescence.

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Validation of the Emotion Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders

Cited by 31 publications

References 22 publications

A randomized waitlist‐controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism

A randomized waitlist‐controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

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