Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder

Autor/inn/en	Jordan, Allyson K.; Thomeer, Marcus L.; Lopata, Christopher; Donnelly, James P.; Rodgers, Jonathan D.; McDonald, Christin A.
Titel	Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 5, S.2024-2034 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-03876-z
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Preadolescents; Interpersonal Competence; Child Behavior; Teacher Attitudes; Parent Attitudes; Behavior Problems + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten
Abstract	This study examined informant discrepancies for parent and teacher adaptive behavior ratings of 103 children, ages 6-12 years, with ASD (without intellectual disability). Scores on the Adaptive Behavior Assessment System, third edition (Harrison and Oakland, Western Psychological Services, Los Angeles, 2015) General Adaptive Composite (GAC) and practical, social, and conceptual domains were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Teacher scores were significantly higher (indicating better functioning) than parents for the GAC and practical domain. Parent and teacher scores were moderately correlated and Bland-Altman plots and regression analyses revealed no systematic differences in parent-teacher agreement across the range of scores. None of the tested variables moderated the parent-teacher difference scores. Implications for clinical practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01