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12-03-2021 | Brief Communication Open Access

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

Journal of Autism and Developmental Disorders
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.

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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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