Table 1 Reliability and validity studies on the SRS version for 4–18 years old

1. Constantino et al. [2007] [40]

PDD 271, Siblings of PDD 254, non-PDD clinical 52

Teacher/parent

Teacher/parent correlation: 0.72.

Correlations with ADI-R: 0.15–0.43(teacher rating), 0.58–0.39(parent rating).

Correlations with ADOS: 0.26–0.40(teacher rating), 0.31–0.36(parent rating).

ROC curve of the PDD vs. non-PDD clinical and TD combined: AUC 0.95, T-score cut-off 60 resulted sensitivity 0.75 and specificity 0.96(both a parent and a teacher rating), specificity 84%(parent only), and specificity 90%(teacher only).

2. Bölte et al. [2008] [17]

TD 838, clinical527 (ASD 160, ADHD 134, other 233)

Parent

Internal consistency: 0.91–0.97.

Test–retest reliability: 0.84–0.97.

Interrater reliability: 0.76 and 0.95.

Correlation with ADOS, ADI-R and SCQ: 0.35–0.58.

Discriminant validity: total score discriminates ASD from other clinical conditions.

ROC analysis (ASD vs. other clinical): AUC 0.83, total score 85 had sensitivity 0.73 and specificity 0.81

Factorial validity: One-factor solution for normative and clinical subsamples.

3. Murray MJ. et al. [2011] [37]

29 suspected ASD

Parent

Agreement between ADI-R: 89.7%, kappa of 0.51.

Correlation with CASD: 0.40

Correlation with ADI-R : non-significant

4. Bölte et al. [2011] [18]

ASD 148, non-ASD clinical 255, TD 77

Parent

Internal consistency: 0.96 (ASD), 0.94 (non-ASD clinical) and 0.91 (TD).

Correlations with the ADI-R, ADOS, SCQ and SCDC were: 0.31–0.45, 0.32–0.35, 0.50, and 0.49.

ROC analysis of ASD vs. TD: AUC 0.98, sensitivity 0. 80 and specificity 1.0 (total score 75); sensitivity 0.74 and specificity 1.0 (total score 85).

ROC analysis of ASD vs. non-ASD clinical: AUC 0.81, sensitivity 0. 80 and specificity 0.69 (total score 75); sensitivity 0.74 and specificity 0.79 (total score 85).

ROC analysis of ASD vs. ADHD: AUC 0.86, sensitivity 0. 80 and specificity 0.78 (total score 75); sensitivity 0.74 and specificity 0.83 (total score 85).

5. Aldridge FJ. et al. [2012] [22]

48 suspected ASD

Teacher/parent

Diagnostic Sensitivity: 91% (parent report), 84% (teacher report)

Diagnostic specificity: 8% (parent report), 41% (teacher report).

6. Schanding GT. et al. [2012] [38]

ASD 1663, siblings of ASD 1712

Teacher/parent

Correlation with SCQ, ADOS, and ADI-R: 0.73, 0.35- 0.38, 0.08 - 0.25 (teacher rating).

Correlation with SCQ, ADOS, and ADI-R: 0.59, 0.12 - 0.16, 0.25 - 0.39 (parent rating).

ROC analysis: AUC 0.935 (teacher rating) 0.988 (parent rating), total score 60 had sensitivity 0.694 and specificity 0.953 (teacher rating), total score 75 had sensitivity 0.800 and specificity 0.994 (parent rating).

7. Wigham S.et al. [2012] [16]

52with and 414 without special needs

Parent

Internal reliability: 0.92 (total scale), 0.47-0.83 (subscales).

Correlation with RBQ2 and SDQ: 0.445 and 0.704.

Discriminant validity: total score discriminated children with ‘special needs’ and the ‘no special needs’ group.

Principal components analysis: a single factor structure

8. Wang J. et al. [2012] [23]

TD 140, clinical 167 (ASD, ADHD and other).

Parent

Internal consistency of total scale: 0.85 (TD), 0.87 (ASD), 0.92–0.94 (other clinical).

Internal consistency of subscale scale: 0.40–0.71 (TD), 0.36–0.83 (ASD), 0.43–0.90 (other clinical).

ROC analysis: cut-off 85 showed AUC 0.88, sensitivity0.66, specificity0.89. Suggested optimal cut-off for screening 65 with sensitivity 0.94 and specificity 0.70; Suggested optimal cut-off for clinical classification 87 with sensitivity 0.66 and specificity 0.90.

9. Fombonne E. et al. [2012] [19]

ASD 200, TD 363

Teacher/parent

Internal consistency for parent rating: 0.97 (total scale), 0.73–0.93 (subscale).

Internal consistency for parent rating: 0.97 (total scale), 0.79–0.93 (subscale).

Parent-teacher correlations: 0.49 (total scale):0.22–0.50 (subscale).

ROC analysis: AUC 0.962, optimal cut-off was 60 presented sensitivity 92.5% and specificity 92.6% (parent rating).

ROC analysis: AUC0.960, optimal cut-off was 59 presented sensitivity 93.6% and specificity 84.3% (teacher rating).

ROC analysis: AUC 0.984, optimal cut-off was 61 presented sensitivity 97.9% and specificity 88.1% (average of parent and teacher scores).

ROC analysis: AUC0.970, optimal cut-off was 87 presented sensitivity 86.4% and specificity 94.0% (highest value of parent and teacher scores).

10. Gau F. et al. [2013] [24]

TD 1419, ASD 401

Parent

Factor analysis: exploratory factor analysis yielded a 4-factor structure which was validated by confirmatory factor analysis with an adequate fit after excluding five items with low correlation coefficients.

Test-retest reliability: 0.751–0.852.

Internal consistency: 0.944–0.947.

Correlations with SCQ: 0.609–0.865.

Discriminant validity: ASD significantly higher than TD on total scale and subscales.

11. Duku E. et al. [2013] [20]

ASD 205

Parent

Internal consistency: 0.93 (total scale), 0.60–0.85 (subscale).

Confirmatory factor analysis: did not fit well and were not unidimensional.

Rasch analyses: showed a 30-item subset met criteria of unidimensionality.

Correlations between 30-item subset and 65-item total raw score: 0.94.

(30-item subset) Correlations with CBCL, RBS-R: 0.65–0.68.

12. Pearl AM. et al. [2013] [52]

ASD 26; TD24

Parent

Mother-father reliability: 0.92 (total scale), 0.80–0.93 (subscales).

13. Cholemkery H. et al. [2014] [39]

High-functioned ASD 55, ODD/CD 55, TD 55

Parent

ROC analysis of ASD vs. TD: AUC1.0, cut-off 43 showed sensitivity 0.98 and specificity 0.95.

ROC analysis of ASD vs. ODD/CD: AUC 0.82, total score 80 showed sensitivity 0.76 and specificity 0.82.

Combination with three other parent-rated questionnaires improved validity to differentiate ASD and ODD/CD.

Correlations with SCQ, ADI-R, CBCL: 0.55, 0.33 and 0.78.