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Journal of Autism and Developmental Disorders

Gepubliceerd in:

25-04-2018 | Original Paper

Parent–Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder

Auteurs: Brittany Thompson, Adam Winsler

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2018

Abstract

Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent–teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User’s guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20–0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed.

vorige artikel Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial

volgende artikel Prevalence and Characteristics of Autism Spectrum Disorder Among Spanish School-Age Children

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Titel: Parent–Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder
Auteurs: Brittany Thompson
Adam Winsler
Publicatiedatum: 25-04-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3570-5

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