Foley Nicpon Megan, Doobay Alissa F, Assouline Susan G
Department of Psychological and Quantitative Foundations, The University of Iowa, N330 Lindquist Center, Iowa City, IA 52242, USA.
J Autism Dev Disord. 2010 Aug;40(8):1028-38. doi: 10.1007/s10803-010-0952-8.
Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.
通过使用《儿童行为评估量表（第二版）》，对54名患有自闭症谱系障碍（ASD）的高能力学生的家长、教师和自我认知进行了评估。家长报告显示，在非典型性、注意力问题、抑郁、多动、退缩、日常生活活动、适应性和社交技能子量表上的得分在临床上偏高，而教师报告显示，在非典型性、抑郁、退缩和适应性子量表上的得分在临床上偏高。自我报告得分处于平均范围。青少年的家长和教师报告的适应性更强，非典型性症状比儿童的家长和教师更少。患有ASD的高能力学生的心理社会功能似乎受到了影响，并且可能存在严重程度上的发育差异。
