Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?
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Rogan, L
Taylor, LJ
Charman, T
Le Couteur, A
Green, J
Grahame, V
Aldred, C
Balabanovska, M
Beach, H
Bennett, C
Carruthers, S
Crook, I
Danvers, H
Howlin, P
et al.
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Abstract
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.
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Journal of Autism and Developmental Disorders
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52
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1
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© The Author(s) 2021. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
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Education
Adaptive functioning
Autism
Behaviour
Teacher report
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Moore, HL; Rogan, L; Taylor, LJ; Charman, T; Le Couteur, A; Green, J; Grahame, V; Aldred, C; Balabanovska, M; Beach, H; Bennett, C; Carruthers, S; Crook, I; Danvers, H; Dartnall, K; Ellis, C; Emsley, R; Foote, H; Graham, J; Howlin, P; Humphrey, N; James, K; Jamieson, S; Kappa, A; Knight, A; Leadbitter, K; Lowe, J; Langhorne, S; Madeley, R; Maskell, D; Mitchell, O; McConachie, H; Monteiro, F; Brooks, CP; Parr, J; Pearson, A; Pickles, A; Rose, J; Slater, L; Slonims, V; Taylor, C; Vosper, S; Wilson, H, Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?, Journal of Autism and Developmental Disorders, 2022, 52 (1), pp. 463-472