Children and Adolescent Social and Adaptive Function Scale (CASAFS)

Abstract

The Children and Adolescent Social and Adaptive Function Scale (CASAFS) is a self-report instrument developed to assess functional competence in children and adolescents across key developmental domains. Developed by Price, Spence, Sheffield, and Donovan in 2002, the scale comprises 24 items designed to measure typical behavior rather than psychopathology. CASAFS divides social and adaptive functioning into four primary subscales: School Performance, Peer Relationships, Family Relationships, and Home Duties. This measure is highly valuable in both research and clinical practice for evaluating treatment outcomes and identifying areas where support is needed.

Keywords

CASAFS, Children, Adolescents, Social Functioning, Adaptive Behavior, School Performance, Peer Relationships, Family Relationships, Home Duties, Psychological Assessment.

Authors

Price, C.S., Spence, S.H., Sheffield, J., Donovan, C.

Purpose

The primary purpose of the CASAFS is to provide a standardized, empirically derived measure of functional competency in children and adolescents. Unlike many clinical scales that focus on symptoms or deficits, CASAFS is designed to measure positive adaptive functioning across multiple ecological settings relevant to the child’s life.

The scale serves as a practical tool for clinicians and researchers to monitor developmental progress, evaluate the efficacy of interventions aimed at improving social skills or academic outcomes, and to gain a clear picture of an individual’s strengths and weaknesses in daily life domains.

Construct

The CASAFS measures the overarching construct of Social and Adaptive Functioning. This construct is defined as the effectiveness with which individuals cope with the natural and social demands of their environment. The scale operationalizes this construct into four distinct, yet interrelated, factors:

• School Performance: Reflecting academic success and engagement.
• Peer Relationships: Measuring social competence, friendship quality, and integration with peers.
• Family Relationships: Assessing the quality of interactions and support within the immediate family unit.
• Home Duties: Pertaining to self-care, responsibility, and contribution to household tasks.

Validity

The initial development of the CASAFS, detailed in Price et al. (2002), established strong foundational psychometric properties. Evidence for construct validity is demonstrated through the clear factor structure, which aligns theoretically with established domains of child and adolescent psychology.

Further validation studies generally confirm that the scale differentiates effectively between clinical and non-clinical samples, suggesting strong criterion-related validity. The focus on observable behaviors within specific domains ensures that the scale measures actual functioning rather than abstract personality traits.

Reliability

Reliability estimates for the CASAFS have generally been reported as excellent, particularly regarding internal consistency. Studies typically show high Cronbach’s alpha coefficients for the overall scale and acceptable to good coefficients for the four individual subscales, indicating that the items within each domain consistently measure the intended construct.

The scale is also expected to possess satisfactory test-retest reliability, meaning scores remain stable over short periods, which is crucial for monitoring progress in intervention studies or tracking adaptive development over time.

Factor Analysis

The CASAFS structure was established through exploratory and confirmatory factor analysis during its development. This rigorous process confirmed a robust, oblique four-factor model, corresponding precisely to the intended domains: School Performance, Peer Relationships, Family Relationships, and Home Duties. This clear factor loading supports the use of both total scores (representing global adaptive functioning) and specific subscale scores (for targeted intervention planning).

Instrument

Test Type: Quantitative Self-Report Scale

Format: 24 items scored on a 4-point Likert scale.

Language Available: English (Original)

Population Group: Children and Adolescents

Age Group: Typically utilized with school-aged children and adolescents (e.g., 8 to 18 years).

Population Details: Suitable for use in general population samples, educational settings, and clinical settings involving mental health assessment and intervention planning.

Test Methodology: Respondents rate the frequency or truthfulness of each statement using the following response options: 1 = never, 2 = Sometimes, 3 = Often, 4 = Always. Items 17, 18, 19, and 22 are reverse scored to mitigate response bias. Subscale scores are calculated by summing the relevant items, and a total score can be derived by summing all 24 items.

Keywords

Psychological Scale, Measure of Functioning, Clinical Assessment, Child Development, Social Competence, Family Relations, Academic Skills, 24-item Scale.

Authors

Author ORCID Identifier: Not provided in source material.

Affiliation Email addresses: Not provided in source material.

Correspondence Address: Not provided in source material.

Permissions & Fee and Test Year

The CASAFS was developed and published in 2002. The scale is cited in major clinical sourcebooks, indicating its acceptance for use in research and clinical settings. Researchers should consult the original publication or the sourcebook editors (Fischer & Corcoran) regarding formal permission requirements for large-scale or commercial use. The original PDF of the instrument and its development details can be downloaded here: https://research-repository.griffith.edu.au/bitstream/handle/10072/28085/53818_1.pdf%3Bsequence=1

Reference’s

• Price, C.S., Spence, S.H., Sheffield, J., Donovan, C. (2002). The development and psychometric properties of a measure of social and adaptive functioning for children and adolescents. Journal of Clinical Child & Adolescent Psychology, 31(1):111-122.
• Price, C.S., Spence, S.H., Sheffield, J., Donovan, C. (2002). Children and Adolescent Social and Adaptive Function Scale (CASAFS). In Fischer, Joel., Corcoran, Kevin J. (2007). Measures for Clinical Practice and Research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1, Page (s): 464-466.

Items of the Children and Adolescent Social and Adaptive Function Scale (CASAFS)

Scoring Key: 1 = never, 2= Sometimes, 3= Often, 4=Always

Subscale Breakdown:

• School performance: (1, 5, 9, 13, 17*, and 21)
• Peer relationships: (2, 6, 10, 14, 18*, and 22*)
• Family relationships: (3, 7, 11, 15, 19*, and 23)
• Home duties: (4, 8, 12, 16, 20, and 24)

* items were reverse scored

1. I get good marks in Maths/Arithmetic
2. I go out to places with my friends
3. I have a good relationship with my mother
4. I help around the house
5. I get good marks in Science
6. I have friends of the opposite sex
7. I have a good relationship with my father
8. I keep my room and belongings tidy
9. I get good marks in Social Science and/or History
10. I go to parties or school dances
11. I get on well with my brother(s)/sister(s) (if you have any)
12. I keep my clothes clean and tidy
13. I get good marks in reading/writing/English
14. I have at least one or two special friends
15. I get on well with my relatives
16. I shower and keep myself clean
17. I have trouble with my school work *
18. I spend most of my spare time alone *
19. I have fights with my parent(s) *
20. I help with the cooking at home
21. I am successful at my school work
22. I have difficulty making friends *
23. I have an adult who I can talk to if I have a
24. I help with the cleaning up after meals