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

Autor/inn/en	Moore, Heather L.; Rogan, Leanne; Taylor, Lauren J.; Charman, Tony; Le Couteur, Ann; Green, Jonathan; Grahame, Victoria
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) PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Schweregrad; Alltagsfertigkeit; Age; Difference; Age difference; Altersunterschied
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