Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings

Stratis, Elizabeth A.; Lecavalier, Luc

doi:10.1007/s10803-017-3173-6

Cited by 18 publications

(10 citation statements)

References 25 publications

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“…Previous literature has reported small but significant associations between observed disruptive child behavior and teacher-reported EBPs in non-autistic samples (Wakschlag et al 2008a, b). Furthermore, in line with literature in non-autistic populations, agreement between parent and teacher reports in autistic samples is modest (Stratis and Lecavalier 2017). It is possible that teachers of minimally verbal children, who were primarily employed in specialist education settings, have different thresholds for difficult child behavior which may influence their responses to questionnaire-based measures.…”

Section: Discussionmentioning

confidence: 68%

Development of the Observation Schedule for Children with Autism–Anxiety, Behaviour and Parenting (OSCA–ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children

Palmer

Perez

Tarver

et al. 2020

J Autism Dev Disord

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Co-occurring emotional and behavioral problems (EBPs) frequently exist in young autistic children. There is evidence based on parental report that parenting interventions reduce child EBPs. More objective measures of child EBPs should supplement parent reported outcomes in trials. We describe the development of a new measure of child and parenting behavior, the Observation Schedule for Children with Autism-Anxiety, Behaviour and Parenting (OSCA-ABP). Participants were 83 parents/carers and their 4-8-year-old autistic children. The measure demonstrated good variance and potential sensitivity to change. Child and parenting behavior were reliably coded among verbal and minimally verbal children. Associations between reports from other informants and observed behavior showed the measure had sufficient convergent validity. The measure has promise to contribute to research and clinical practice in autism mental health beyond objective measurement in trials.

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Section: Discussionmentioning

confidence: 68%

Development of the Observation Schedule for Children with Autism–Anxiety, Behaviour and Parenting (OSCA–ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children

Palmer

Perez

Tarver

et al. 2020

J Autism Dev Disord

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“…Items are rated based on the past 6 months on a 3-point Likert scale as either 0 = Not True, 1 = Somewhat or Sometimes True, or 2 = Very True or Often True. The CBCL has been widely used and is considered well-validated, including in ASD samples [e.g., Stratis & Lecavalier, 2017]. For this study, we used the ADHD Problems scale t-score (M = 50; SD = 15) as a measure of ADHD symptoms.…”

Section: Methodsmentioning

confidence: 99%

Emotion Dysregulation is Substantially Elevated in Autism Compared to the General Population: Impact on Psychiatric Services

et al. 2020

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Emerging evidence suggests that emotion regulation (ER) impairment in those with ASD is associated with poor mental health. This study used the Emotion Dysregulation Inventory, a new norm-referenced ER measure with clinical cutoffs , developed and validated in ASD and non-ASD samples, to establish rates of ER impairment and understand its association with psychiatric service use in ASD. Parents of 6-17 year olds in three well-characterized samples (nationally representative US n = 1,000; community ASD n = 1,169; inpatient ASD n = 567) completed a battery of questionnaires about their child. The prevalence of ER impairment was significantly higher in the ASD groups compared to the nationally representative sample and highest in the psychiatric Inpatient ASD group. The community ASD and inpatient ASD samples were four and seven times more likely, respectively, to exceed clinical cutoffs for emotional reactivity than the general US sample. Similarly, history of psychiatric hospitalization, recent emergency services use (police contact, emergency room visits, or in-home crisis evaluations for emotional or behavioral concerns in the past 2 months), and psychotropic medication prescriptions were significantly higher in the ASD groups. ER impairment was significantly associated with all forms of psychiatric service use, after controlling for demographics (age, sex, race), co-occurring intellectual disability, and ADHD symptoms. This is the first large-scale study to document substantially higher rates of ER impairment in youth with ASD compared to the general population. The importance of ER impairment is underscored by its association with higher utilization of inpatient, emergency, and medication services in ASD, after accounting for demographics and ADHD-related symptoms.

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“…Recent work has also examined factors related to concordance in cross-informant comparisons. Further examination reveals variability in concordance across domains, with overall higher concordance for externalizing problems than internalizing problems or social skills (Stratis and Lecavalier 2017). Similar variability has been shown across informant pairs, with evidence of lower concordance between parent–teacher pairs compared to parent–parent or parent–child (Stratis and Lecavalier 2015).…”

Section: Introductionmentioning

confidence: 99%

Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder

Dickson

Suhrheinrich

Rieth

et al. 2017

J Autism Dev Disord

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Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent–teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent–teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD.

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Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings

Cited by 18 publications

References 25 publications

Development of the Observation Schedule for Children with Autism–Anxiety, Behaviour and Parenting (OSCA–ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children

Development of the Observation Schedule for Children with Autism–Anxiety, Behaviour and Parenting (OSCA–ABP): A New Measure of Child and Parenting Behavior for Use with Young Autistic Children

Emotion Dysregulation is Substantially Elevated in Autism Compared to the General Population: Impact on Psychiatric Services

Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder

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