Parent and Teacher Ratings of Social Skills, Peer Play and Problem Behaviours in Children with Autism Spectrum Disorder
Author(s)
Clark, Megan
Barbaro, Josephine
Dissanayake, Cheryl
Griffith University Author(s)
Year published
2019
Metadata
Show full item recordAbstract
Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem behaviours, and the Penn Interactive Peer Play Scale (PIPPS) capturing three dimensions of play: play interaction, play disconnection and play disruption. Parents and teachers reported similar social skills (SSIS) and peer interaction skills (PIPPS) and similar levels of disruption in ...
View more >Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem behaviours, and the Penn Interactive Peer Play Scale (PIPPS) capturing three dimensions of play: play interaction, play disconnection and play disruption. Parents and teachers reported similar social skills (SSIS) and peer interaction skills (PIPPS) and similar levels of disruption in play (PIPPS). However, informants differed in their report of play and problem behaviours with parents reporting more play disconnection (PIPPS) and problem behaviours (SSIS), indicating that these may have been highest within the home. Both informants highlighted similar difficulties in children’s ability to engage in play, even when invited to do so, and a greater withdrawal from other children resulting in higher peer/sibling rejection across settings. The implications of parent teacher disparity are discussed in relation to home-school collaboration. Identifying factors that contribute to the disparity between informants perceptions may increase understanding and more effective collaboration between parents and teachers, to improve the learning outcomes of student with ASD.
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View more >Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem behaviours, and the Penn Interactive Peer Play Scale (PIPPS) capturing three dimensions of play: play interaction, play disconnection and play disruption. Parents and teachers reported similar social skills (SSIS) and peer interaction skills (PIPPS) and similar levels of disruption in play (PIPPS). However, informants differed in their report of play and problem behaviours with parents reporting more play disconnection (PIPPS) and problem behaviours (SSIS), indicating that these may have been highest within the home. Both informants highlighted similar difficulties in children’s ability to engage in play, even when invited to do so, and a greater withdrawal from other children resulting in higher peer/sibling rejection across settings. The implications of parent teacher disparity are discussed in relation to home-school collaboration. Identifying factors that contribute to the disparity between informants perceptions may increase understanding and more effective collaboration between parents and teachers, to improve the learning outcomes of student with ASD.
View less >
Journal Title
International Journal of Disability, Development and Education
Volume
67
Issue
2
Subject
Education systems
Specialist studies in education
Social work
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Special
Rehabilitation