title: Factor Structure, Internal Consistency, and Screening Sensitivity of the GARS-2 in a Developmental Disabilities Sample.
abstract: The Gilliam Autism Rating Scale-Second Edition (GARS-2) is a widely used screening instrument that assists in the identification and diagnosis of autism. The purpose of this study was to examine the factor structure, internal consistency, and screening sensitivity of the GARS-2 using ratings from special education teaching staff for a sample of 240 individuals with autism or other significant developmental disabilities. Exploratory factor analysis yielded a correlated three-factor solution similar to that found in 2005 by Lecavalier for the original GARS. Though the three factors appeared to be reasonably consistent with the intended constructs of the three GARS-2 subscales, the analysis indicated that more than a third of the GARS-2 items were assigned to the wrong subscale. Internal consistency estimates met or exceeded standards for screening and were generally higher than those in previous studies. Screening sensitivity was .65 and specificity was .81 for the Autism Index using a cut score of 85. Based on these findings, recommendations are made for instrument revision.
authors.affiliation: Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI 48824-1034, USA.
authors.forename: Martin A
authors.initials: MA
authors.lastname: Volker
authors.affiliation: Department of Counseling, School and Educational Psychology, Graduate School of Education, University at Buffalo, The State University of New York, Buffalo, NY 14260-1000, USA.
authors.forename: Elissa H
authors.initials: EH
authors.lastname: Dua
authors.affiliation: Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA.
authors.forename: Christopher
authors.initials: C
authors.lastname: Lopata
authors.affiliation: Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA.
authors.forename: Marcus L
authors.initials: ML
authors.lastname: Thomeer
authors.affiliation: Summit Educational Resources, 150 Stahl Road, Getzville, NY 14068, USA.
authors.forename: Jennifer A
authors.initials: JA
authors.lastname: Toomey
authors.affiliation: Psychology Department, College of Liberal Arts, Rochester Institute of Technology, Rochester, NY 14230, USA.
authors.forename: Audrey M
authors.initials: AM
authors.lastname: Smerbeck
authors.affiliation: Institute for Autism Research, Canisius College, 2001 Main Street, Buffalo, NY 14208, USA.
authors.forename: Jonathan D
authors.initials: JD
authors.lastname: Rodgers
authors.affiliation: Department of Counseling, School and Educational Psychology, Graduate School of Education, University at Buffalo, The State University of New York, Buffalo, NY 14260-1000, USA.
authors.forename: Joshua R
authors.initials: JR
authors.lastname: Popkin
authors.affiliation: Summit Educational Resources, 150 Stahl Road, Getzville, NY 14068, USA.
authors.forename: Andrew T
authors.initials: AT
authors.lastname: Nelson
authors.affiliation: Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI 48824-1034, USA.
authors.forename: Gloria K
authors.initials: GK
authors.lastname: Lee