The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder.
Grab the 53-item LSEAQ-S to spot the top learning, social, or emotion-adaptation needs of your Hong Kong primary students with ASD in under five minutes.
01Research in Context
What this study did
The team built a short teacher checklist for Hong Kong kids with ASD.
They called it the LSEAQ-S. It has 53 items and 11 skill areas.
Teachers rate each child in grades 1-6 during regular class time.
What they found
The 11-factor scale is reliable and valid for local kids.
Boys and girls, and each grade, got their own norm tables.
A teacher can finish the form in about five minutes.
How this fits with other research
Murphy et al. (2014) made a similar teacher form, the ERSSQ, but it only looked at emotion and social skills. Man-Yan et al. added learning adaptation and gave local norms, so the new tool extends the older one.
Katz et al. (2018) also shortened a sleep scale for ASD with factor analysis. Both papers show the same method works for different life domains.
Nuebling et al. (2024) culturally adapted the ASQ:SE-2 for Iran. Man-Yan et al. did the same job for Hong Kong, proving one size does not fit all cultures.
Why it matters
You now have a quick, free tool that tells you exactly where a mainstream primary student with ASD struggles most—learning, social, or emotion skills. Use the grade and gender norms to set clear, data-based goals and show parents why you chose them.
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02At a glance
03Original abstract
Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.
Autism research : official journal of the International Society for Autism Research, 2021 · doi:10.1016/j.ecresq.2013.04.002