Journal ArticleDOI
Parent–Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time
TLDR
Examination of parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time.Abstract:
ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time.read more
Citations
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Journal ArticleDOI
Direct, Indirect, and Buffering Effect of Social Support on Parental Involvement Among Chinese Parents of Children with Autism Spectrum Disorders
Tingrui Yan,Yujia Hou,Meng Deng +2 more
TL;DR: Wang et al. as discussed by the authors examined the relationship between social support, parenting stress, and parental involvement by investigating a sample of 245 Chinese parents of children with autism spectrum disorder (ASD) and found that support from family and friends moderated the influence of parenting stress on parental involvement in their children's education.
Longitudinal Associations between Externalizing Problems and Student-Teacher Relationship Quality for Young Children with ASD.
TL;DR: In this paper, the associations between student-teacher relationship quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4-7 years) across three assessments over a 1.5-year period.
Journal ArticleDOI
Parent, Teacher and Observational Reports of Emotional and Behavioral Problems in Young Autistic Children
Melanie Palmer,Joanne Tarver,Virginia Carter Leno,Juan Paris Perez,Margot Frayne,Vicky Slonims,Andrew Pickles,Stephen Scott,Tony Charman,Emily Simonoff +9 more
TL;DR: In this article , a study aimed to explore child and informant characteristics are associated with reported child EBPs across settings and found that greater parenting stress and being verbal was associated with more parent- but not teacher-reported EBPs.
Journal ArticleDOI
Predicting peer acceptance and peer rejection for autistic children
TL;DR: In this article , the authors examined predictors of change in peer acceptance and rejection among early elementary-age autistic students, and found that social skills, internalizing problems, and externalizing behaviors were three distinct predictors for peer acceptance versus rejection.
Journal ArticleDOI
The identification of exceptional skills in school-age autistic children: Prevalence, misconceptions and the alignment of informant perspectives.
TL;DR: In this paper , the authors examined rates of exceptional skills in autistic school-age children as reported by parents and teachers, associations between exceptional skills, autism severity and intellectual disability, and correlations between parent and teacher reports.
References
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