CAJ | 학술논문

目的：对适用于孤独症儿童的心理教育量表中文版（C-PEP）进行效度和信度检验，以发展适合我国孤独症儿童的评估工具。方法：在北京、武汉、深圳、长春四地的医疗或康复教育机构中选取符合美国精神障碍诊断与统计手册第4版（DSM-IV）孤独症诊断标准的2～11岁儿童438例，在普通幼儿园选取488例2～7岁正常儿童。以孤独症样本为对象，检验 C-PEP 的效度和信度。通过 Pearson 相关分析及验证性因素分析以揭示 C-PEP 的结构效度。采用皮博迪图词测验（PPVT）、联合型瑞文智力测验（CRT）、适应行为量表（ABS）、儿童孤独症评定量表（CARS）等效标测验分数和年龄为效标，获得正常组与孤独症组间差异的区分效度等手段以检验效标效度。采用 Cronbach α系数检验 C-PEP 的内在一致性，采用评分者变异源方差分析及组内相关系数评估评定者信度。结果：C-PEP 的内部结构分析显示，发展功能（r ＝0.55～0.87）和病理行为领域（r ＝0.46～0.79）各自的分测验间相关为中等相关；发展功能（r ＝0.74～0.93）和病理行为（r ＝0.66～0.95）的分测验与其领域总分间相关为高相关。验证性因素分析显示各指标拟合良好（χ2＝319.57、CFI ＝0.94、TLI ＝0.92、NFI ＝0.93、IFI ＝0.94、SRMR ＝0.04、RMSEA ＝0.13）。在控制年龄变量后，C-PEP 的发展功能量表总分与 CRT 智商、PPVT 智商及适应商 ADQ 之间呈中度正相关（r ＝0.61、0.43、0.56，均 P ＜0.001），病理总分与 CARS 总分呈正相关（r ＝0.31，P ＜0.01）。组群间 t 检验结果显示，孤独症儿童在各个年龄阶段的 C-PEP 功能发展总分都低于正常儿童组（均 P ＜0.001），呈现出明显的发育落后。C-PEP 的发展和病理总量表的内在一致性 Cronbach α系数分别为0.98和0.95；评分者组内相关系数 ICC 均在0.97以上，评分者的变异源方差分析结果不显著（均 P ＞0.05）。结论：修订后的中文版 C-PEP 具有良好的效度和信度，可以作为我国孤独症儿童临床评估的有效工具。目的：對適用于孤獨癥兒童的心理教育量錶中文版（C-PEP）進行效度和信度檢驗，以髮展適閤我國孤獨癥兒童的評估工具。方法：在北京、武漢、深圳、長春四地的醫療或康複教育機構中選取符閤美國精神障礙診斷與統計手冊第4版（DSM-IV）孤獨癥診斷標準的2～11歲兒童438例，在普通幼兒園選取488例2～7歲正常兒童。以孤獨癥樣本為對象，檢驗 C-PEP 的效度和信度。通過 Pearson 相關分析及驗證性因素分析以揭示 C-PEP 的結構效度。採用皮博迪圖詞測驗（PPVT）、聯閤型瑞文智力測驗（CRT）、適應行為量錶（ABS）、兒童孤獨癥評定量錶（CARS）等效標測驗分數和年齡為效標，穫得正常組與孤獨癥組間差異的區分效度等手段以檢驗效標效度。採用 Cronbach α繫數檢驗 C-PEP 的內在一緻性，採用評分者變異源方差分析及組內相關繫數評估評定者信度。結果：C-PEP 的內部結構分析顯示，髮展功能（r ＝0.55～0.87）和病理行為領域（r ＝0.46～0.79）各自的分測驗間相關為中等相關；髮展功能（r ＝0.74～0.93）和病理行為（r ＝0.66～0.95）的分測驗與其領域總分間相關為高相關。驗證性因素分析顯示各指標擬閤良好（χ2＝319.57、CFI ＝0.94、TLI ＝0.92、NFI ＝0.93、IFI ＝0.94、SRMR ＝0.04、RMSEA ＝0.13）。在控製年齡變量後，C-PEP 的髮展功能量錶總分與 CRT 智商、PPVT 智商及適應商 ADQ 之間呈中度正相關（r ＝0.61、0.43、0.56，均 P ＜0.001），病理總分與 CARS 總分呈正相關（r ＝0.31，P ＜0.01）。組群間 t 檢驗結果顯示，孤獨癥兒童在各箇年齡階段的 C-PEP 功能髮展總分都低于正常兒童組（均 P ＜0.001），呈現齣明顯的髮育落後。C-PEP 的髮展和病理總量錶的內在一緻性 Cronbach α繫數分彆為0.98和0.95；評分者組內相關繫數 ICC 均在0.97以上，評分者的變異源方差分析結果不顯著（均 P ＞0.05）。結論：脩訂後的中文版 C-PEP 具有良好的效度和信度，可以作為我國孤獨癥兒童臨床評估的有效工具。
목적：대괄용우고독증인동적심리교육량표중문판（C-PEP）진행효도화신도검험，이발전괄합아국고독증인동적평고공구。방법：재북경、무한、심수、장춘사지적의료혹강복교육궤구중선취부합미국정신장애진단여통계수책제4판（DSM-IV）고독증진단표준적2～11세인동438례，재보통유인완선취488례2～7세정상인동。이고독증양본위대상，검험 C-PEP 적효도화신도。통과 Pearson 상관분석급험증성인소분석이게시 C-PEP 적결구효도。채용피박적도사측험（PPVT）、연합형서문지력측험（CRT）、괄응행위량표（ABS）、인동고독증평정량표（CARS）등효표측험분수화년령위효표，획득정상조여고독증조간차이적구분효도등수단이검험효표효도。채용 Cronbach α계수검험 C-PEP 적내재일치성，채용평분자변이원방차분석급조내상관계수평고평정자신도。결과：C-PEP 적내부결구분석현시，발전공능（r ＝0.55～0.87）화병리행위영역（r ＝0.46～0.79）각자적분측험간상관위중등상관；발전공능（r ＝0.74～0.93）화병리행위（r ＝0.66～0.95）적분측험여기영역총분간상관위고상관。험증성인소분석현시각지표의합량호（χ2＝319.57、CFI ＝0.94、TLI ＝0.92、NFI ＝0.93、IFI ＝0.94、SRMR ＝0.04、RMSEA ＝0.13）。재공제년령변량후，C-PEP 적발전공능량표총분여 CRT 지상、PPVT 지상급괄응상 ADQ 지간정중도정상관（r ＝0.61、0.43、0.56，균 P ＜0.001），병리총분여 CARS 총분정정상관（r ＝0.31，P ＜0.01）。조군간 t 검험결과현시，고독증인동재각개년령계단적 C-PEP 공능발전총분도저우정상인동조（균 P ＜0.001），정현출명현적발육락후。C-PEP 적발전화병리총량표적내재일치성 Cronbach α계수분별위0.98화0.95；평분자조내상관계수 ICC 균재0.97이상，평분자적변이원방차분석결과불현저（균 P ＞0.05）。결론：수정후적중문판 C-PEP 구유량호적효도화신도，가이작위아국고독증인동림상평고적유효공구。
Objective:To test the validity and reliability of Chinese version of Psycho-Educational Profile (C-PEP) for children with autism in order to develop an assessment tool suitable for Chinese autistic children.Methods:A sample of 438 children who were diagnosed as autism according to the Diagnostic and Statisti-cal Manual of Mental Disorders,Fourth Edition (DSM-IV)criteria and aged from 2 to 11 coming from four differ-ent medical or educational rehabilitation agencies of Beijing,Wuhan,Shenzhen and Changchun were selected.488 Children with 2 to 7 years old were sampled from ordinary kindergartens.This study examined the validity and reli-ability of C-PEP using autism sample.Construct validity was tested with the C-PEP by inter-subscale Pearson corre-lations and confirmative factor analysis.Criterion-related validity was tested with the Peabody Picture and Vocabula-ry Test (PPVT),Combined Raven Test (CRT),Adaptive Behavior Scale (ABS),Childhood Autism Rating Scale (CARS)and the age as criteria.Discriminate validity was obtained by comparing the differences between the typi-cal and autism samples with the total scores of C-PEP.Internal consistency and rater reliability of C-PEP were ex-amined by Cronbach α,ANOVA of rater variation and intra-class correlation coefficients.Results:The inter-sub-scale correlations of C-PEP were medium relevance,the subscale and domain correlations were relatively high.Confirmative factor analysis indicated a relatively high fitting index between the model and sample da-ta.Regarding the concurrent validity of the C-PEP,the development total score was significantly correlated with the Raven's IQ,PPVT IQ,and ADQ scores,pathological behavior total score was positively related to the CARS score.T test results showed that children with autism were significantly behind the typical children at all age lev-els.Results also revealed that the internal consistency based on coefficient alpha and the intra-class correlation coef-ficients of raters for all subtests of C-PEP were reliable.Conclusion:It suggests that the Chinese version of Psycho-Educational Profile (C-PEP)is of good validity and reliability,and it could be used as an effective tool for measur-ing children with autism.