Chinese Validation of the Multidimensional Attitude Scale toward Persons with Disabilities (MAS): Attitudes toward Autis
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ORIGINAL PAPER
Chinese Validation of the Multidimensional Attitude Scale toward Persons with Disabilities (MAS): Attitudes toward Autism Spectrum Disorders Ming‑hui Lu1 · Fei‑fan Pang1,3 · Jie Luo2,3
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The literature on tools of attitudes towards ASD was limited. This study is the first to examine the factor structure and psychometric properties of the multidimensional attitudes scale toward persons with disabilities (MAS) in a sample of Chinese college students (N = 1002, 32.10% males). Confirmatory factor analysis supported the G-MAS-R model’s 4-factor structure: calm, negative affect, positive cognitions and behavioral avoidance. The results suggest that the Chinese version of the MAS has satisfactory internal consistency. Pearson correlation analysis showed that the MAS scores were significantly correlated with the Social Distance Scale and Autism Stigma and Knowledge Questionnaire scores. Overall, the findings indicate that the MAS is appropriate for assessing attitudes toward people with ASD in a Chinese context. Keywords ASD · MAS · Confirmatory factor analysis · College students · China
Introduction Attitudes Toward Individuals with Autism Spectrum Disorders (ASD) Autism spectrum disorders (ASD) is a life-long developmental condition characterized by social interaction and social communication difficulties, repetitive behaviors, and focused interests (American Psychiatric Association 2013). As one of the greatest challenges for some individuals with ASD is Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10803-020-04435-1) contains supplementary material, which is available to authorized users. * Fei‑fan Pang [email protected] * Jie Luo [email protected] 1
Special Education Department, School of Education, Guangzhou University, Guangzhou, People’s Republic of China
2
School of Psychology, Guizhou Normal University, Guiyang, People’s Republic of China
3
Guangzhou Higher Education Mega Center, 230 Wai Huan Xi Road, Guangzhou 510006, People’s Republic of China
to integrate into society (Jones and Frederickson 2010), an environment of social acceptance is critical. However, negative social experiences such as marginalization (Chamberlain et al. 2007; Kasari et al. 2011), bullying (Hwang et al. 2018; Schroeder et al. 2014), and social exclusion (Kinnear et al. 2016) are very common among people with ASD. For example, research has shown that primary students are less accepting of their peers with ASD than peers who are typically developing (Swaim and Morgan 2001); college students do not demonstrate overall openness to peers with ASD (Nevill and White 2011); and the stigma associated with individuals with ASD and their families is considered significant and widespread (Kinnear et al. 2016). In China, the population of people with ASD is estimated to be close to 13 million (Huang et al. 2013; Xu et al. 2018); surveys have shown a general lack of understanding of ASD in C
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