Azad Gazi, Reisinger Erica, Xie Ming, Mandell David S
University of Pennsylvania Perelman School of Medicine, Center for Mental Health Policy & Services Research, 3535 Market Street, 3 Floor, Philadelphia, PA, 19104-3309.
School Ment Health. 2016 Sep;8(3):368-376. doi: 10.1007/s12310-015-9168-6. Epub 2015 Nov 30.
There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent-teacher collaboration.
关于家长和教师对自闭症儿童行为评分的一致性，研究结果并不一致。造成这种不一致的一个可能原因是，以往研究没有考虑自闭症的严重程度。本研究基于自闭症儿童的症状严重程度，考察了家长和教师在社会行为方面的一致性。研究参与者为123对家长-教师组合，他们完成了社会反应量表。使用自闭症诊断观察量表（ADOS）评估症状严重程度。结果表明，在学年开始和结束时，家长和教师的评分在统计学上具有显著相关性，但仅适用于受影响严重的儿童。教师报告的社会缺陷与ADOS所衡量的症状严重程度相关；家长报告则不然。这些发现对改进评估程序和家长-教师合作具有启示意义。
