Which factors influence teacher report of adaptive functioning in autistic children?

TY - JOUR

T1 - Which factors influence teacher report of adaptive functioning in autistic children?

AU - Moore, Heather

AU - Rogan, Leanne

AU - Taylor, Lauren

AU - Charman, Tony

AU - Le Couteur, Ann

AU - Green, Jonathan

AU - Grahame, Victoria

AU - Consortium, The PACT-G

AU - Emsley, Richard

PY - 2021/3/12

Y1 - 2021/3/12

N2 - 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.

AB - 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.

U2 - 10.1007/s10803-021-04930-z

DO - 10.1007/s10803-021-04930-z

M3 - Article

SN - 0162-3257

VL - 52

JO - Journal of autism and developmental disorders

JF - Journal of autism and developmental disorders

IS - 1

ER -