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12-03-2021 | Brief Communication Open Access

Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?

Tijdschrift:
Journal of Autism and Developmental Disorders
Auteurs:
Heather L. Moore, Leanne Rogan, Lauren J. Taylor, Tony Charman, Ann Le Couteur, Jonathan Green, Victoria Grahame, the PACT-G Consortium
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Supplementary Information

The online version of this article (https://​doi.​org/​10.​1007/​s10803-021-04930-z) contains supplementary material, which is available to authorized users.
Collaborators of the PACT-G Consortium are listed in “Acknowledgment” section.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

A wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support .

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