Psychometric properties of the Chinese version of the Psycho-educational Profile-Revised (CPEP-R)

Area of Science:

• Developmental Psychology
• Clinical Psychology
• Psychometrics

Background:

• Autistic disorder requires accurate assessment tools for early intervention.
• The Psycho-educational Profile-Revised (PEP-R) is a widely used assessment, but its cross-cultural validity needed examination.
• A Chinese version (CPEP-R) was developed to address this need.

Purpose of the Study:

• To evaluate the reliability and validity of the Chinese version of the Psycho-educational Profile-Revised (CPEP-R).
• To determine if the CPEP-R is a suitable psychometric tool for preschool children with autistic disorder in Hong Kong.

Main Methods:

• The Chinese PEP-R (CPEP-R) was administered to 63 preschool children diagnosed with autistic disorder.
• Internal consistency, inter-rater reliability, and temporal stability of the CPEP-R were assessed.
• Concurrent validity was examined by comparing CPEP-R scores with established measures like the Merrill-Palmer Scale and Childhood Autism Rating Scale.

Main Results:

• The CPEP-R demonstrated strong internal consistency, inter-rater reliability, and temporal stability.
• Significant correlations were found between CPEP-R developmental scores and scores from the Merrill-Palmer Scale and Hong Kong Based Adaptive Behavior Scale.
• The CPEP-R Behavioral Scale showed significant relationships with the Childhood Autism Rating Scale.

Conclusions:

• The Chinese PEP-R (CPEP-R) is a psychometrically sound instrument for assessing young children with autistic disorder.
• The findings support the cross-cultural reliability and validity of the PEP-R tool.
• The CPEP-R can be reliably used in diverse cultural contexts, including Hong Kong.