1. Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?
- Author
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Moore, Heather L., Rogan, Leanne, Taylor, Lauren J., Charman, Tony, Le Couteur, Ann, Green, Jonathan, Grahame, Victoria, the PACT-G Consortium, Aldred, Catherine, Balabanovska, Matea, Beach, Hilary, Bennett, Claire, Carruthers, Sophie, Crook, Imogen, Danvers, Hannah, Dartnall, Kate, Ellis, Ceri, Emsley, Richard, Foote, Hannah, and Graham, Jessica
- Subjects
AGE distribution ,CHILDREN with disabilities ,PHYSIOLOGICAL adaptation ,SEVERITY of illness index ,LANGUAGE acquisition ,AUTISM ,TEACHERS - 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. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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