Cross-Cultural Validation and Normative Data of the Social Responsiveness Scale in a Group of Iranian General Child Population.

Tehrani-Doost et al. (2020) translated the Social Responsiveness Scale-2 into Farsi. They gave the form to a large group of Iranian elementary students who had no diagnosis.

Teachers and parents filled out the scale. The team checked the scores against two other tools: the SCQ and the VABS.

The Farsi SRS-2 lined up well with the other two checklists. This means it measures the same social-communication skills.

The study gives the first set of average scores for Iranian kids. You can now compare a student’s score to these local norms.

Shahrivar et al. (2017) did a similar job three years earlier. They validated the Farsi Strange Stories test in the same schools. Both papers give clinicians Farsi tools for spotting social-cognitive problems.

Vukovic et al. (2010) and Inoue et al. (2011) also worked in non-English speaking groups. They looked at motor-language links and speech-in-noise skills instead of social responding. Together these studies show that good tools must be re-checked in each language and culture.

If you screen Iranian children, you can now use the SRS-2 with confidence. A high score means the same thing it does in English samples. Keep a copy of the local norms at your desk so you can show parents how their child compares to same-age peers in Iran.