Don’t Forget About the Teachers! Parent and TeacherBASC-2Reports of Children on theDSM-5Autism Spectrum

A Systematic Review of Behaviour-Related Outcome Assessments for Children on the Autism Spectrum with Intellectual Disabilities in Education Settings

“…Ratings of parents and teachers on the BASC-2 were significant on the externalising composite (Lane et al 2013) but with adaptive skills rated significantly lower by parents than teachers on the composite and adaptive subscales (Ellison et al 2016;Lane et al 2013). Lane et al (2013) showed that parent-teacher correlations on VABS-II domains were all significant with no significant differences.…”

“…Six assessments considered both adaptive and maladaptive or problem behaviour including the AAMR ABS-II (Wells et al 2009 plus previous versions from Mayfield et al 1984;Perry and Factor 1989;Spreat 1982), Behavior Assessment System for Children-2 (BASC-2) (Ellison et al 2016;Lane et al 2013), Pervasive Developmental Disorder-Behavior Inventory (PDD-BI) (Cohen et al 2003;Cohen 2003), VABS (e.g. Harris et al 1995;Perry and Factor 1989;Voelker et al 2000), Nisonger Child Behavior Rating Form (NCBRF) (Aman et al 1996) and the Wider Outcomes Survey for Teachers (WOST) (Wigelsworth et al 2015).…”

“…Wells et al 2009), while in other studies only some of the sample had intellectual disabilities (e.g. Ellison et al 2016). Some studies reported the Full-Scale IQ of participants but nine studies were included on the basis that it was described or inferred that some or all of the participants needed educational provision above that which could be provided by a mainstream school (e.g.…”

Associations of age, anxiety, cognitive functioning, and social impairment with aggression in youth with autism

“…Literature examining the moderating effects of social impairment and IQ on the relationship between anxiety and aggression virtually exclusively focuses on parent report measures. Differences between parent and teacher reports of social impairment, problem behaviour, and anxiety have been observed in children with autism, but their ratings have not been examined as much in terms of moderation effects (Ellison, 2015;Palmer et al, 2022). Thus, it would be useful to observe these constructs across home and school environments (Adams et al, 2019;Hurtig et al, 2009;Jepsen et al, 2012) and examine moderators for both.…”