PT  - JOURNAL ARTICLE
AU  - Hyland, Michael
AU  - Jones, Rupert
AU  - Lanario, Joseph
AU  - Masoli, Matthew
TI  - The validation of the Severe Asthma Questionnaire (SAQ)
AID  - 10.1183/13993003.congress-2018.PA1701
DP  - 2018 Sep 15
TA  - European Respiratory Journal
PG  - PA1701
VI  - 52
IP  - suppl 62
4099  - https://publications.ersnet.org//content/52/suppl_62/PA1701.short
4100  - https://publications.ersnet.org//content/52/suppl_62/PA1701.full
SO  - Eur Respir J2018 Sep 15; 52
AB  - Background: Current disease-specific health related quality of life questionnaires do not assess deficits specific to people living with severe asthma and thus, do not meet the validity criteria set by the USA’s Food and Drug Administration (FDA). The FDA requires a stepwise approach where qualitative research is conducted and documented prior to quantitative research. We describe the final stage of validation for the SAQ.Methods: The Severe Asthma Questionnaire (SAQ), Asthma Control Test (ACT), MiniAQLQ, and EQ-5D-5L were completed by 160 patients attending a severe asthma clinic; 51 patients completed the SAQ on two occasions for test-retest reliability analysis. The SAQ produces two scores, an average of its 16 items and a SAQ-global score from a single 100-point Borg type quality of life scale.Results: Construct validity was demonstrated through factor analysis of the 16 items, convergent validity by correlations of >0.6 between the SAQ and other questionnaires, and discriminant validity by the ability of the SAQ to distinguish between different treatment levels (Figure 1). Test-retest reliability (intra-class correlation) was 0.93 for the SAQ and 0.93 for the SAQ-global.Conclusions: The SAQ was developed using recommended procedures for scale development, and is a valid patient reported outcome measure for use in severe asthma. The SAQ can be used to gain an insight into patients’ perceptions of the impact of severe asthma and treatment on their lives. FootnotesCite this article as: European Respiratory Journal 2018 52: Suppl. 62, PA1701.This is an ERS International Congress abstract. No full-text version is available. Further material to accompany this abstract may be available at www.ers-education.org (ERS member access only).