Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism

Autor/inn/en	Azad, Gazi F.; Reisinger, Erica; Xie, Ming; Mandell, David S.
Titel	Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism
Quelle	In: School Mental Health, 8 (2016) 3, S.368-376 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-015-9168-6
Schlagwörter	Autism; Pervasive Developmental Disorders; Social Responsibility; Parent Teacher Cooperation; Children; Social Behavior; Symptoms (Individual Disorders); Severity (of Disability); Observation; Diagnostic Tests; Social Responsiveness Scale; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Soziale Verantwortung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Child; Kind; Kinder; Social behaviour; Soziales Verhalten; Psychiatrische Symptomatik; Schweregrad; Beobachtung; Diagnostic test; Diagnostischer Test
Abstract	There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent-teacher collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01