Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur H. L. MOORE |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
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)
[article]
Titre : Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? Type de document : Texte imprimé et/ou numérique Auteurs : H. L. MOORE, Auteur ; L. ROGAN, Auteur ; L. J. TAYLOR, Auteur ; Tony CHARMAN, Auteur ; A. 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
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.463-472[article] Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children? [Texte imprimé et/ou numérique] / H. L. MOORE, Auteur ; L. ROGAN, Auteur ; L. J. TAYLOR, Auteur ; Tony CHARMAN, Auteur ; A. 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