Parent and Teacher Report of Social Skills in Children with Autism Spectrum Disorders

Autor/inn/en	Murray, Donna S.; Ruble, Lisa A.; Willis, Heather; Molloy, Cynthia A.
Titel	Parent and Teacher Report of Social Skills in Children with Autism Spectrum Disorders
Quelle	In: Language, Speech, and Hearing Services in Schools, 40 (2009) 2, S.109-115 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2008/07-0089)
Schlagwörter	Autism; Perspective Taking; Teaching Methods; Interpersonal Competence; Pervasive Developmental Disorders; Parent Attitudes; Teacher Attitudes; Social Behavior; Antisocial Behavior; Children; Early Adolescents; Social Development; Skill Development; Interaction; Affective Behavior + Suchen Sie Ihr Suchwort? Autismus; Zukunftsperspektive; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kompetenz; Elternverhalten; Lehrerverhalten; Social behaviour; Soziales Verhalten; Child; Kind; Kinder; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Purpose: The purpose of this study was to examine the agreement between parent and teacher perceptions of specific social behaviors in children with autism spectrum disorders (ASD). Method: Informant ratings were generated concerning 45 children with ASD between the ages of 5 and 14 years who were enrolled in social skills groups at 2 Midwestern outpatient autism treatment centers. Results: Moderate agreement was observed between parents and teachers for the overall social skills rating scores (r = 0.34; p less than 0.05), but there was little agreement on specific social items. Distinct patterns of skill profiles emerged. Parents consistently provided relatively higher ratings on items that pertained to initiating interactions. Teachers, on the other hand, consistently provided higher ratings on items related to responding to and maintaining interactions. Parents and teachers agreed most often on items of affective understanding and perspective taking. Conclusion: These findings suggest that specific social behaviors may be context dependent, indicating the need for a multi-informant approach to provide a more complete profile of a child's social abilities, which is necessary for generating a more effective treatment plan. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10