Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts. (January 2019)

• Record Type: Journal Article
• Authors: Harrison, Ashley J.; Paff, Madison L.; Kaff, Marilyn S.
• Is Part Of: Research in autism spectrum disorders. Volume 57(2019)
• Page Start: 28
• Page End: 34
• Publication Date: 2019-01
• Subjects: ASD knowledge -- Autism stigma & knowledge questionnaire (ASK-Q) -- Measurement -- Cross-cultural; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2018.10.002
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: Confirms several important measurement aspects of the Autism Stigma & Knowledge Questionnaire (ASK-Q), a relatively new tool developed to overcome many of the measurement issues associated with previously used autism knowledge tools. Strong internal consistency in a Mongolian sample provide additional evidence to support that the ASK-Q development goal of creating a measure with cross-culturally utility. Presents data to support the ASK-Q has adequate test-retest reliability data in a sample of 110 individuals from the general public. Provides evidence that the ASK-Q is able to detect a change in ASD knowledge within a small sample and has potential utility as a valid tool for examining the efficacy of ASD knowledge interventions. Abstract: Background: The Autism Stigma & Knowledge Questionnaire (ASK-Q) is a new tool, developed to overcome many of the measurement issues associated with previously used ASD knowledge tools (Harrison, Slane, et al., 2017). The ASK-Q was developed to have cross-cultural utility and initial data reveals strong psychometric properties for the measure (Harrison, Bradshaw, et al., 2017). The current study aims to confirm several important measurement aspects of the ASK-Q. Methods: To assess the cross-cultural internal consistency of the ASK-Q, data was collected from parents of children with ASD in Mongolia (n = 40). Test-retest reliability analyses among a group of college students (n = 110) examined the stability of responses on the ASK-Q. To examine the sensitivity of the ASK-Q to detect change, we examined differences in ASD knowledge from the beginning to the end of the semester for college students (n = 27) enrolled in a brief weekly ASD seminar. Results: Analyses revealed adequate ASK-Q internal consistency in the Mongolian context with an alpha of 0.721. Test-retest data revealed good reliability for the ASK-Q overall (ICC = 0.86) over a two-week period, and the measure served as a useful tool for detecting change pre- and post-intervention. Discussion: The adequate internal consistency result from the Mongolian context supports the ASK-Q development goal of creating a measure with cross-cultural utility. The additional psychometric data collected in this study reinforce the assertion that the ASK-Q would serve as a reliable tool and a sensitive tool for examining the efficacy of ASD knowledge interventions.