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Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / A. MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur Article en page(s) : p.2132-2138 Langues : Anglais (eng) Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138[article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur . - p.2132-2138.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138
Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 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