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 language | English (US) |
|---|---|
| Pages (from-to) | 1423-1435 |
| Number of pages | 13 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 48 |
| Issue number | 5 |
| DOIs | |
| State | Published - May 1 2018 |
Fingerprint
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 journal › Article
}
TY - JOUR
T1 - Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
AU - Dickson, Kelsey S.
AU - Suhrheinrich, Jessica
AU - Rieth, Sarah R.
AU - Stahmer, Aubyn
PY - 2018/5/1
Y1 - 2018/5/1
N2 - 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.
AB - 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.
KW - Autism spectrum disorder
KW - Child outcomes
KW - Parent–teacher correspondence
KW - School-aged children
UR - http://www.scopus.com/inward/record.url?scp=85034645289&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85034645289&partnerID=8YFLogxK
U2 - 10.1007/s10803-017-3382-z
DO - 10.1007/s10803-017-3382-z
M3 - Article
C2 - 29164440
AN - SCOPUS:85034645289
VL - 48
SP - 1423
EP - 1435
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 5
ER -