Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? / H. L. MOORE in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.463-472 Titre : Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? Type de document : texte imprimé Auteurs : H. L. MOORE, Auteur ; L. ROGAN, Auteur ; L. J. TAYLOR, Auteur ; Tony CHARMAN, Auteur ; Ann LE COUTEUR, Auteur ; J. GREEN, Auteur ; V. GRAHAME, Auteur Article en page(s) : p.463-472 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Educational Status  Humans  Language  Parents  Adaptive functioning  Autism  Behaviour  Teacher report Index. décimale : PER Périodiques Résumé : A wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support . En ligne : http://dx.doi.org/10.1007/s10803-021-04930-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? [texte imprimé] / H. L. MOORE, Auteur ; L. ROGAN, Auteur ; L. J. TAYLOR, Auteur ; Tony CHARMAN, Auteur ; Ann LE COUTEUR, Auteur ; J. GREEN, Auteur ; V. GRAHAME, Auteur . - p.463-472. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.463-472 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Educational Status  Humans  Language  Parents  Adaptive functioning  Autism  Behaviour  Teacher report Index. décimale : PER Périodiques Résumé : A wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support . En ligne : http://dx.doi.org/10.1007/s10803-021-04930-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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