Literaturnachweis - Detailanzeige
Autor/inn/en | Moore, Heather L.; Rogan, Leanne; Taylor, Lauren J.; Charman, Tony; Le Couteur, Ann; Green, Jonathan; Grahame, Victoria |
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Titel | Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? |
Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 1, S.463-472 (10 Seiten)
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Zusatzinformation | ORCID (Moore, Heather L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-021-04930-z |
Schlagwörter | Adjustment (to Environment); Autism; Children; Severity (of Disability); Nonverbal Ability; Expressive Language; Daily Living Skills; Age Differences |
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. [This article was co-authored by the PACT-G Consortium.] (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |