What Is the Concordance between Parent- and Education Professional-Reported Adaptive Functioning in Autistic Children Using the VABS-II?

Autor/inn/en	Moore, Heather L.; Couteur, Ann Le; Charman, Tony; Green, Jonathan; Parr, Jeremy R.; Grahame, Victoria
Titel	What Is the Concordance between Parent- and Education Professional-Reported Adaptive Functioning in Autistic Children Using the VABS-II?
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 8, S.3077-3091 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05602-2
Schlagwörter	Autism Spectrum Disorders; Children; Child Behavior; Adjustment (to Environment); Context Effect; Parent Attitudes; School Personnel; Nonverbal Ability; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autism; Autismus; Child; Kind; Kinder; Elternverhalten; Schulpersonal
Abstract	Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no research has yet explored item level response variation. We investigated Vineland Adaptive Behaviour Scales-II concordance using 233 lower ability autistic children from the PACT-G sample. Domain and item level agreement was low, but better on objectively measured behaviours. Higher child nonverbal ability improved concordance. Where disagreements occurred, education professionals identified emergent skills more and parents were more likely to rate present/absent. Parents and education professionals view the adaptive abilities of autistic children differently and both should be considered when developing personalised interventions and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01