An Evaluation of Parent and Teacher Discrepancies on an Adaptive Behavior Measure for Youth with Autism Spectrum Disorder, Intellectual Disability, and Global Developmental Delay

Autor/inn/en	Stevens, Mallory A.; Selders, Kimberly J.; Jeckel, Olivia; Brownfield, Valerie; Nowell, Kerri P.
Titel	An Evaluation of Parent and Teacher Discrepancies on an Adaptive Behavior Measure for Youth with Autism Spectrum Disorder, Intellectual Disability, and Global Developmental Delay
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 7, S.2818-2834 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Mallory A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05550-x
Schlagwörter	Youth; Parents; Teachers; Differences; Behavior; Measures (Individuals); Adjustment (to Environment); Autism Spectrum Disorders; Intellectual Disability; Developmental Delays; Skills; Symptoms (Individual Disorders); Predictor Variables; Evaluation + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Eltern; Lehrer; Lehrerin; Lehrende; Unterscheiden; Messdaten; Autism; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsverzögerung; Skill; Fertigkeit; Psychiatrische Symptomatik; Prädiktor; Evaluierung
Abstract	Comprehensive evaluations include data from multiple informants, but discrepancies occur on adaptive skill measures of youth with autism spectrum disorder (ASD) and intellectual disabilities (ID). This study investigated discrepancies between parent-teacher ratings on a measure of adaptive behavior ["Adaptive Behavior Assessment System, Third Edition" (ABAS-3)] in a clinical sample of 115 youth. Agreement between informants was determined and then discrepancies were identified using paired-sample "t"-tests for the whole sample and subsamples. Factors associated with parent-teacher discrepancies were investigated including age, diagnoses, IQ, autism symptomology, and parent education. Parent-teacher scores were moderately correlated for the ABAS-3 composite and domains. Teachers rated youth with ASD and ID as having higher adaptive skills. Autism symptomology significantly predicted discrepancies between informants on the ABAS-3. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01