LSAS CA SR Questionnaire

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related to social interaction, (2) performance anxiety, (3) total anxiety, (4)

avoidance of social interaction, (5) avoidance of performance situations,

(6) total avoidance, and (7) a total score.

Table 3.1 LSAS-CA-SR questionnaire


Liebowitz Social Anxiety Scale for Children and Adolescents, self-report version (LSAS-
CA-SR) by Dr. Michael R. Liebowitz questionnaire
Fear of anxiety Avoidance
0 = None 0 = Never (0%)
1 = Mild 1 = Occasionally (1%-33% of the time)
2 = Moderate 2 = Often (33%- 67% of the time)
3 = Severe 3 = Usually (67%-100% of the time)

No Situations 0 1 2 3 0 1 2 3
1. Talking to classmates or others on telephone
2. Participating in work groups in the classroom
3. Eating in front of other (e.g. school, cafetaria,
restaurants)
4. Asking an adult you don’t know well, like a store
clerk, principal, or policeman for help (e.g. for
directions or to explain something that you don’t
understand)
5. Giving a verbal report or presentation in class (e.g.
show and tell for younger children)
6. Going to parties, dances, or school activities
7. Writing on the chalkboard or in front of others
8. Talking with other kids you don’t know well
9. Starting a conversation with people you don’t
know well
10. Using school or public bathrooms
11. Going into a classroom or another place (e.g.
Church, food court seating) when others are
already seated
12. Having people pay close attention to your or being
the center of attention (e.g. your own birthday
party)
13. Asking questions in class
14. Answering questions in class
15. Reading out loud in class
Continued
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Continuation Table 3.1 LSAS-CA-SR questionnaire


16. Taking test
17. Saying ‘no’ to others when they ask you to do
something that you don’t want to do (like borrow
something or look at your homework)
18. Telling others that you disagree or that you angry
with them
19. Looking at people you don’t know well in the
eyes
20. Returning something in a store
21. Playing a sport or performing in front of other
people (e.g. gym class, dancing school recital,
musical concert)

22. Joining a club or organization


23. Meeting new people or strangers
24. Asking a teacher permission to leave the
classroom (like to go to the bathroom or the nurse)

E. Validity and Reliability Testing

Validity explain how well the collecting of data shielded the actual area

of investigation (Ghauri and Gronhaug, 2005). Validity basically means

“measure what is intended to be measured” (Field, 2005). The main objective

of questionnaire in this research is to obtain relevant information in most

reliable and valid manner. As a result, validity and reliability, as well as the

correctness and consistency of the questionnaire researcher used as the

important aspects of research methodology.

Reliability concerns the extent to extent to which a measurement of a

phenomenon yields a steady and consistent result (Carmines and Zeller,

1979), It means that reliability is also refers to repeatability. It is important

to check the validity and reliability of the instrument used to avoid any

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