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Informant Agreement for Youth with Autism Spectrum Disorder or Intellectual Disability: A Meta-analysis / Elizabeth A. STRATIS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
[article]
Titre : Informant Agreement for Youth with Autism Spectrum Disorder or Intellectual Disability: A Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur Article en page(s) : p.1026-1041 Langues : Anglais (eng) Mots-clés : Informant agreement Autism spectrum disorder Intellectual disability Emotional problems Behavioral problems Social skills Index. décimale : PER Périodiques Résumé : This study investigated informant agreement on emotional and behavior problems and social skills in youth with autism spectrum disorder or intellectual disability using meta-analytic methods. Forty-nine studies were included, consisting of 107 effect sizes. The mean weighted effect size across all raters and all behaviors was .36, reflecting moderate agreement. Consistent with meta-analyses in typically developing youth, pairs of similar informants (e.g., parent–parent) demonstrated higher agreement compared to pairs of different raters (e.g., parent–teacher). With all rater pairs combined, agreement was significantly higher for externalizing problems (r¯ = .42) than either internalizing problems (r¯ = .35) or social skills (r¯ = .30). Several factors appear to moderate the level of agreement among informants, including the youth’s diagnosis, age, and IQ. En ligne : http://dx.doi.org/10.1007/s10803-014-2258-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1026-1041[article] Informant Agreement for Youth with Autism Spectrum Disorder or Intellectual Disability: A Meta-analysis [Texte imprimé et/ou numérique] / Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur . - p.1026-1041.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1026-1041
Mots-clés : Informant agreement Autism spectrum disorder Intellectual disability Emotional problems Behavioral problems Social skills Index. décimale : PER Périodiques Résumé : This study investigated informant agreement on emotional and behavior problems and social skills in youth with autism spectrum disorder or intellectual disability using meta-analytic methods. Forty-nine studies were included, consisting of 107 effect sizes. The mean weighted effect size across all raters and all behaviors was .36, reflecting moderate agreement. Consistent with meta-analyses in typically developing youth, pairs of similar informants (e.g., parent–parent) demonstrated higher agreement compared to pairs of different raters (e.g., parent–teacher). With all rater pairs combined, agreement was significantly higher for externalizing problems (r¯ = .42) than either internalizing problems (r¯ = .35) or social skills (r¯ = .30). Several factors appear to moderate the level of agreement among informants, including the youth’s diagnosis, age, and IQ. En ligne : http://dx.doi.org/10.1007/s10803-014-2258-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings / Elizabeth A. STRATIS in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
[article]
Titre : Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur Article en page(s) : p.2575-2585 Langues : Anglais (eng) Mots-clés : Informant agreement Autism spectrum disorder Emotional and behavioral problems Autism symptoms Index. décimale : PER Périodiques Résumé : This study evaluated the magnitude of informant agreement and predictors of agreement on behavior and emotional problems and autism symptoms in 403 children with autism and their typically developing siblings. Parent-teacher agreement was investigated on the Child Behavior Checklist (CBCL) and Social Responsiveness Scale (SRS). Agreement between parents and teachers fell in the low to moderate range. Multiple demographic and clinical variables were considered as predictors, and only some measures of parent broad autism traits were associated with informant agreement. Parent report on the SRS was a positive predictor of agreement, while teacher report was a negative predictor. Parent report on the CBCL emerged as a positive predictor of agreement, while teacher report emerged as a negative predictor. En ligne : https://doi.org/10.1007/s10803-017-3173-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2575-2585[article] Predictors of Parent–Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings [Texte imprimé et/ou numérique] / Elizabeth A. STRATIS, Auteur ; Luc LECAVALIER, Auteur . - p.2575-2585.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2575-2585
Mots-clés : Informant agreement Autism spectrum disorder Emotional and behavioral problems Autism symptoms Index. décimale : PER Périodiques Résumé : This study evaluated the magnitude of informant agreement and predictors of agreement on behavior and emotional problems and autism symptoms in 403 children with autism and their typically developing siblings. Parent-teacher agreement was investigated on the Child Behavior Checklist (CBCL) and Social Responsiveness Scale (SRS). Agreement between parents and teachers fell in the low to moderate range. Multiple demographic and clinical variables were considered as predictors, and only some measures of parent broad autism traits were associated with informant agreement. Parent report on the SRS was a positive predictor of agreement, while teacher report was a negative predictor. Parent report on the CBCL emerged as a positive predictor of agreement, while teacher report emerged as a negative predictor. En ligne : https://doi.org/10.1007/s10803-017-3173-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315