Table 1.

Parent measures used within the Longitudinal Study of Australian Students with Autism and their published reliability statistics

Instrument	Captures	Domains	Measured at	Reliability
Family History Survey	Information on child and family demographics, child and family medical history, child’s therapy and intervention and the parent’s perception of child social experience of school (eg, experience of bullying)	NA	T1, T2, T3, T4, T5, T6	NA
Participant and Environment Measures – Child and Youth22	Child’s participation and environment across three settings: school and community	Level of involvementParent satisfaction with participation at: Home, School, Community	T1, T2, T3, T4, T5, T6	Internal consistency210.59–0.91Participation frequency 0.59–0.70Participation involvement: 0.72–0.83Environmental Supportiveness: 0.67–0.91Test-retest reliability21Participation frequency 0.58–0.84Participation involvement: 0.69–0.76Desires change: 0.76–0.89Environmental Supportiveness: 0.85–0.95
Social communication Questionnaire (SCQ) Lifetime19	Symptoms of Autism (combines with “community diagnosis” to confirm ASD)	NA	T1	Internal Consistency28 (α) = 0.93Test-retest28 = 0.81
Vineland Adaptive Behavior Scale, 2nd Edition (VABS-II)29	Daily functional skills and adaptive behaviour.	CommunicationDaily Living SkillsSocialisation	T1, T2, T3, T4, T5, T6	Internal Consistency30 (α)Communication 0.84–0.93Daily Living Skills 0.86–0.91Socialisation 0.84–0.93Test-retest across domains30 0.76–0.92
Children’s Communication Checklist-2 (CCC-2)31	Communicative behaviours	Speech, Syntax, Semantics, Coherence, Initiation, Stereotyped language, Use of contextNonverbal communication, Social relations, Interests	T1, T3, T5, T6	Internal Consistency29 (α): 0.73–0.88Inter-rater reliability29 0.61–0.83
Pragmatic Profile of Everyday Communication32 (selected questions)	Communicative functions and forms	Selected items onCommunicative Functions, Response to CommunicationInteraction and ConversationContextual Variation	T1, T3, T5, T6
Developmental Behaviour Checklist (DBC-P)33	Behaviour and emotional problems	Disruptive/AntisocialSelf-absorbedCommunication Disturbance, AnxietySocial-relating	T1, T3, T5, T6	Internal Consistency34 (α): 0.94Inter-rater reliability32 0.72
Short Sensory Profile-235	Sensory behaviours	Auditory ProcessingVisual ProcessingTouch ProcessingMovement ProcessingBody Position ProcessingOral Sensory Processing	T1, T3, T5, T6	Internal Consistency33 0.57–0.92Test re-test33 0.83–0.92Inter-rater33 0.49–0.89
Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD-P)36	Child anxiety	Separation AnxietyUncertaintyPerformance AnxietyAnxious Arousal	T2, T3, T4, T5, T6	Internal Consistency35 (&alpha): 0.85–0.91Separation anxiety 0.87Uncertainty 0.88Performance 0.89Anxious arousal 0.88Test re-test35 (&aplha;): 0.84
Family Outcomes Survey Revised (FOS-R)24	Family outcomes	Understanding your child’s strengths, needs and abilitiesKnowing your rights and advocating for servicesHelping your child develop and learnHaving support systemsAccessing the community	T1, T5, T6	Internal Consistency23 (α): 0.73–0.91
Parenting Stress Index-4-Short Form (PSI-4-SF)37	Parental stress	Parental distressParent-child dysfunctional interactionDifficult child	T1, T3, T5, T6	Internal Consistency36 (α): 0.98Child: 0.96Adult: 0.96Test re-test36 0.96Child: 0.63Parent: 0.91

ASD, Autism Spectrum Disorder; NA, not applicable.