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Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder / Megan FOLEY NICPON in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
[article]
Titre : Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan FOLEY NICPON, Auteur ; Alissa F. DOOBAY, Auteur ; Susan G. ASSOULINE, Auteur Année de publication : 2010 Article en page(s) : p.1028-1038 Langues : Anglais (eng) Mots-clés : High-functioning-autism Asperger-syndrome Psychosocial-functioning Intellectually-gifted Behavioral-assessment-scales-for-children second-edition Index. décimale : PER Périodiques Résumé : Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. En ligne : http://dx.doi.org/10.1007/s10803-010-0952-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.1028-1038[article] Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan FOLEY NICPON, Auteur ; Alissa F. DOOBAY, Auteur ; Susan G. ASSOULINE, Auteur . - 2010 . - p.1028-1038.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.1028-1038
Mots-clés : High-functioning-autism Asperger-syndrome Psychosocial-functioning Intellectually-gifted Behavioral-assessment-scales-for-children second-edition Index. décimale : PER Périodiques Résumé : Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. En ligne : http://dx.doi.org/10.1007/s10803-010-0952-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108