Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder

Kelsey S. Dickson, Jessica Suhrheinrich, Sarah R. Rieth, Aubyn Stahmer

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent–teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent–teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD.

Original languageEnglish (US)
Pages (from-to)1423-1435
Number of pages13
JournalJournal of Autism and Developmental Disorders
Volume48
Issue number5
DOIs
StatePublished - May 1 2018

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Aptitude
Autistic Disorder
Autism Spectrum Disorder
Caregivers

Keywords

  • Autism spectrum disorder
  • Child outcomes
  • Parent–teacher correspondence
  • School-aged children

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder. / Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn.

In: Journal of Autism and Developmental Disorders, Vol. 48, No. 5, 01.05.2018, p. 1423-1435.

Research output: Contribution to journalArticle

Dickson, Kelsey S. ; Suhrheinrich, Jessica ; Rieth, Sarah R. ; Stahmer, Aubyn. / Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder. In: Journal of Autism and Developmental Disorders. 2018 ; Vol. 48, No. 5. pp. 1423-1435.
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