Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement over Time

Autor/inn/en	Levinson, Sarah; Neuspiel, Juliana; Eisenhower, Abbey; Blacher, Jan
Titel	Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement over Time
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 6, S.1966-1982 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levinson, Sarah) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04675-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Behavior Problems; Parent Attitudes; Teacher Attitudes; Student Characteristics; Teacher Characteristics; Classroom Environment; Severity (of Disability); Predictor Variables; Parent Participation; Parent School Relationship; Preschool Children; Preschool Education; Kindergarten; Grade 1; Intelligence Tests; Cognitive Development; Young Children; Diagnostic Tests; Observation; Check Lists; Child Behavior; California; Autism Diagnostic Observation Schedule; Child Behavior Checklist; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Autismus; Psychiatrische Symptomatik; Elternverhalten; Lehrerverhalten; Klassenklima; Unterrichtsklima; Schweregrad; Prädiktor; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Intelligence test; Intelligenztest; Kognitive Entwicklung; Frühe Kindheit; Diagnostic test; Diagnostischer Test; Beobachtung; Checkliste; Kalifornien
Abstract	ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01