자폐스펙트럼장애 아동 대인관계 척도개발

Abstract

Objectives In this study, the purpose of this study was to develop and verify the validity of an interpersonal relationship test tool for children with autism spectrum disorder perceived by teachers.
 Methods As for the research method, preliminary questions were formed through previous studies and DSM-5 diagnostic criteria, and finally 30 questions were derived through the Delphi technique. Consent was obtained from special school teachers, general kindergarten and elementary school teachers, and a total of 164 children, including 49 ASD children and 115 normally developing children, were evaluated by the teacher, and the results were analyzed. To do this, reliability and validity were performed.
 Results In order to derive the results, data were collected from teachers, and the internal consistency of the items was evaluated with Cronbach's α through the SPSS 20 statistical program, and the reliability of the result was .975, and exploratory factor analysis was conducted to confirm construct validity. With a three-factor structure, KMO=.935 is suitable for factor analysis, and RMSEA in confirmatory factor analysis is .098, moderate fit, TLI=.863, CFI=.873, a good value was not obtained, but it was confirmed as an acceptable level of fit. In addition, K-SCQ and criterion validity were confirmed to confirm a significant correlation.
 Conclusions In this study, I aimed to confirm the development and validation of interpersonal relationship tests for children with autism spectrum disorder perceived by teachers. The purpose of the interpersonal test designed by this researcher was not to screen for autism spectrum disorder, but to screen for children with autism spectrum disorder only through observation by teachers of children who have not reached typical development at school sites, daycare centers for preschoolers, or kindergartens. In addition, it was confirmed by the correlation between K-SCQ and interpersonal test results that it is a scale that can serve as an objective preliminary information for ASD diagnosis.In addition, this study, similar to the results of the Social Skills Q-Sort evoked by Locke and colleagues (2014), in a reference that is unique and often ignored in the school setting, provides insight into the interpersonal relationships of children with autism spectrum disorders with the peers they normally interact with. It is worthwhile to provide additional evidence for the imbalance.it collects information on the interpersonal characteristics of children with ASD and identifies strengths and weaknesses. In the interpersonal factor, which is one of the three factors of the interpersonal relationship test, there is a difference between normal children and children with autism spectrum disorder (T-test=-15.570), but this factor is 38.98 compared to the ASD child test result of 17.82. As a result, it is meaningful that it can be interpreted as a test that can apply interpersonal factors to all children with a lower result than other factors. The interpersonal test is meaningful in identifying the most important part of sociability and in selecting children who are socially alienated and face difficulties in interpersonal relationships. In addition, it can be said that it is useful in assigning the function of the sociality program of children with autism spectrum disorder as a pre- and post-measurement tool of the study.