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Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?

2021; Springer Science+Business Media; Volume: 52; Issue: 1 Linguagem: Inglês

10.1007/s10803-021-04930-z

1573-3432

Heather Moore, Leanne Rogan, Lauren Taylor, Tony Charman, Ann Le Couteur, Jonathan Green, Victoria Grahame, Catherine Aldred, Matea Balabanovska, H. H. A. BEACH, Claire Bennett, Sophie Carruthers, Imogen Crook, Hannah Danvers, Kate Dartnall, Ceri Ellis, Richard Emsley, Hannah Foote, Jessica Graham, Patricia Howlin, Neil Humphrey, Kirsty James, Sarah Jamieson, Anna Kappa, Anna K. Knight, Kathy Leadbitter, Jo Lowe, Sophie Langhorne, R J Madeley, Deborah Maskell, Olivia Mitchell, Helen McConachie, Francisca Monteiro, Cat Papastavrou Brooks, Jeremy Parr, Amelia Pearson, Andrew Pickles, Jessica Rose, Lisa Slater, Vicky Slonims, Carol Taylor, Susanna Vosper, Helen W. Wilson,

Child Development and Digital Technology

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 .