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

Levinson, Sarah; Neuspiel, Juliana; Eisenhower, Abbey; Blacher, Jan

doi:10.1007/s10803-020-04675-1

Cited by 20 publications

(13 citation statements)

References 73 publications

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Section: Internalizing Symptomscontrasting

confidence: 95%

“…In this study, internalizing problems did not predict change in either peer acceptance or peer rejection over time, in contrast to research among older autistic children (4th grade and up; Jones & Frederickson, 2010; Wright & Wachs, 2019). Internalizing problems may be under‐detected by teachers (Kanne et al, 2009; Levinson et al, 2021) or reported at lower rates (Llanes et al, 2018), especially for autistic students, and may be better assessed through self‐report, especially as children get older. Autistic adolescents and adults describe these anxiety and depressive symptoms as a salient challenge across their school years (Berkovits et al, 2020; Williams et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Predicting peer acceptance and peer rejection for autistic children

Feldman

Hamsho

Blacher

et al. 2022

Psychology in the Schools

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Autistic students often experience peer relationship difficulties.As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary-age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4-8], 82.5% boys, grades preK-2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors were considered as predictors of change in teacher-rated peer acceptance and rejection, covarying IQ and autism characteristics. Autistic children experienced high rejection and low acceptance; 51.9% of children were rejected by peers in one or both school years. Results revealed distinct predictors for peer acceptance versus rejection: social skills predicted change in peer acceptance across school years, whereas externalizing problems predicted change in peer rejection. Internalizing problems did not predict change in either construct. Findings can assist school professionals in supporting social acceptance and acceptance for young autistic students.

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Section: Internalizing Symptomscontrasting

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Predicting peer acceptance and peer rejection for autistic children

Feldman

Hamsho

Blacher

et al. 2022

Psychology in the Schools

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“…While general patterns of informant discrepancies are beginning to emerge in the literature, most studies have focused on school-aged children with ASD (Donnelly et al, 2018;Lopata et al, 2016;Ung et al, 2017) or wide age ranges (e.g., Levinson et al, 2020). In turn, results cannot be assumed to directly apply to preschoolers with ASD.…”

mentioning

confidence: 99%

“…From a developmental perspective, poor informant disagreement can have adverse cascading effects on diagnostic consensus, access to early intervention, treatment planning, and progress monitoring for young children with ASD (Hawley & Weisz, 2003). For instance, a recent study found that higher parent-teacher disagreement on behavior problems in children with ASD was associated with lower parent-school involvement in the following school semester (Levinson et al, 2020).…”

mentioning

confidence: 99%

“…In contrast, teachers and clinicians may rate the child's behavior with reference to other children they have taught, evaluated, or treated. To date, informant discrepancies for ratings of children with ASD have mainly been examined between parents, teachers, and clinicians (i.e., developmental pediatricians, child psychologists, and child psychiatrists; e.g., Levinson et al, 2020;Sacrey et al, 2018). However, there is limited understanding of informant discrepancies that may arise between parents and other clinical providers, such as speech-language pathologists (SLPs).…”

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confidence: 99%

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Informant (Dis)Agreement on Ratings of Challenging Behaviors and Social Communication in Preschool Children With Autism Spectrum Disorder

Reetzke

Pfeiffer

Kalb

et al. 2021

J Speech Lang Hear Res

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Purpose Cross-informant ratings are considered best practice for assessing children with autism spectrum disorder (ASD). However, informant disagreement often occurs, which can pose significant challenges to various aspects of clinical services. This study explored the degree of parent and speech-language pathologist (SLP) agreement on ratings of challenging behaviors and social communication skills in preschool children with ASD. Method Fifty-eight informant ratings of challenging behaviors and social communication skills were collected from parents and SLPs on the same 29 preschool children with ASD ( M = 49.93 months, SD = 11.67 months) using the Pervasive Developmental Disorder Behavior Inventory. Parent versus SLP group rating comparisons were assessed with paired t tests and Cohen's d effect sizes. Intraclass correlation coefficients were calculated to examine interrater reliability between individual parent and SLP ratings. Bland–Altman plots were generated to evaluate informant agreement across the entire range of Pervasive Developmental Disorder Behavior Inventory composite scores. Results Group comparisons indicated that parents rated arousal regulation problems as more severe than SLPs, with no other group differences observed. Parents and SLPs exhibited poor agreement on ratings of challenging behaviors; however, moderate to good agreement was observed for social communication ratings. Conclusions These results highlight the importance of including parents in the assessment and treatment planning process for preschool children with ASD, as parents may report key behavioral concerns that clinicians may not otherwise observe. Understanding behaviors that may be more prone to informant disagreement has implications for promoting a shared understanding of behavioral concerns and treatment targets between parents and clinicians.

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