Table 4. Summary of quality of tools for measuring behaviour problems in children with ASD.
| Reliability | Hypothesis testing | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Tool | Internal Consistency | Test-retest | Inter rater | Content Validity | Structural Validity | Convergent/ divergent validity | Known groups | Criterion Validity | Responsiveness |
| Aberrant Behaviour Checklist | ++ | +++ | ++ | + | ++ | ||||
| Baby and Infant Screen for Children with aUtIsm Traits—Part 3 | +++ | − − − | |||||||
| Behavior Assessment System for Children—Second Edition | + | +/− | |||||||
| Child Behavior Checklist 1.5–5 | ++ | ++ | |||||||
| Child Behavior Checklist 6–18 | ++ | ++ | − | ++ | |||||
| Home Situations Questionnaire-Pervasive Developmental Disorders version | +++ | +++ | +++ | +++ | |||||
| Nisonger Child Behavior Rating Form | ++ | + | − | − − | + | ||||
“+++” or “− − −” = strong evidence, “++” or “− −” = moderate evidence, “+” or “−” = limited evidence, “?” = unknown, due to poor methodological quality, blank cell = no evidence available.