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Despite the high rates of both internalizing and externalizing behavior problems in children with ASD (Simonoff et al., 2008; van der Meer et al., 2012), there are frequently inconsistencies between informants on behavioral rating scales, particularly when rating internalizing behavior (De Los Reyes et al., 2015; Stratis & Lecavalier, 2015). Discrepancies between raters can hinder treatment, as children, parents, and teachers frequently fail to agree on the target problem, making it difficult for all informants participating in treatment to work together to mitigate the problem (De Los Reyes & Kazdin, 2005). The aims of the current study are to examine discrepancies between parent and teacher ratings of behavior over time in a sample of young children with ASD, and to identify parent, child, and teacher characteristics associated with informant discrepancies. Participants in this study included 180 children with ASD ages 4 to 8 years old and their parents and teachers. Internalizing and externalizing behavior problems were measured using parent and teacher report on the Child Behavior Checklist and the corresponding Teacher Report Form (CBCL and TRF; Achenbach & Rescorla, 2001). Latent growth modeling was used to examine developmental trajectories of parent and teacher ratings of child behavior, as well as to examine informant discrepancies across time. The results indicate that, on average, parents tend to rate more problem behaviors, particularly internalizing behaviors. No significant change in parent-teacher discrepancies were found across time. The magnitude of parent-teacher discrepancies in behavior ratings as well as child, parent, and teacher characteristics which predict the discrepancies were also examined. Implications for research and practice are discussed.

According to the Center for Disease Control (CDC; 2014), the prevalence rate of autism spectrum disorders (ASD) is now 1 in 68. Among children with ASD, 50-80% meet criteria for ADHD (van der Meer, 2014) and about 40-50% experience clinical levels of anxiety (White et al., 2009). This study examined the prevalence of ADHD and anxiety, the ways in which ADHD and anxiety manifest (as reported by parents and teachers), and the special education placement of a sample of young children on the spectrum transition to school. Participants in this study included 180 children with ASD ages 4 to 7 years old and their parents and teachers. Behavior problems were measured using parent and teacher report on the Child Behavior Checklist – Parent Report and the Teacher Report Form (CBCL and C-TRF; Achenbach & Rescorla, 2001). Clinically significant symptoms of anxiety were reported by parents for 31% for preschool children (ages 4-5) and 50% for school-aged children (ages 6-7). Clinically significant symptoms of ADHD were reported by parents for 22% for preschool children and 45% for school-aged children. There was a disparity between parent- and teacher-reported anxiety and ADHD problems, with teachers reporting fewer problem behaviors overall. Specific behaviors endorsed more and less frequently by parents and teachers are discussed. Finally, this study found that children whose teachers reported clinically elevated ADHD symptoms were less likely to be placed in general education settings. Implications of these findings in the schools are discussed.