Lopata Christopher, Donnelly James P, Jordan Allyson K, Thomeer Marcus L, McDonald Christin A, Rodgers Jonathan D
Canisius College, Institute for Autism Research, Science Hall 1016C, 2001 Main Street, Buffalo, NY, 14208, USA.
Department of Counseling, School and Educational Psychology, University at Buffalo, The State University of New York, Buffalo, NY, 14260-1000, USA.
J Autism Dev Disord. 2016 Sep;46(9):3183-9. doi: 10.1007/s10803-016-2851-0.
This study compared parent and teacher ratings of ASD-related symptoms of 120 high-functioning children, ages 6-12 years with ASD (HFASD) using the Developmental Social Disorders (DSD) scale of the BASC-2. DSD ratings (parent and teacher) were significantly higher than normative estimates. The cross-informant comparison was significantly higher for parents (vs. teachers), and correlations (ICC and Pearson) between the informant groups were significant (but low in magnitude). Agreement among parents and teachers accurately placed 81 % of cases above the at-risk cutpoint for symptoms of ASD, and agreement was highest in the at-risk range of perceived symptoms. Additional analyses indicated a significant difference in the trend across the parent-teacher discrepancies, and no significant moderators of the discrepancies. Implications for assessment are provided.
本研究使用BASC - 2的发展性社会障碍（DSD）量表，比较了120名6至12岁患有高功能自闭症（HFASD）儿童的家长和教师对自闭症相关症状的评分。DSD评分（家长和教师）显著高于常模估计值。家长（与教师相比）的跨信息提供者比较显著更高，且信息提供者组之间的相关性（ICC和皮尔逊相关性）显著（但程度较低）。家长和教师之间的一致性准确地将81%的案例置于自闭症症状的风险临界点之上，并且在感知症状的风险范围内一致性最高。进一步分析表明，家长 - 教师差异的趋势存在显著差异，且差异没有显著的调节因素。文中提供了评估方面的启示。
