McDonald Christin A, Lopata Christopher, Donnelly James P, Thomeer Marcus L, Rodgers Jonathan D, Jordan Allyson K
Institute for Autism Research.
Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.
Sch Psychol Q. 2016 Dec;31(4):467-477. doi: 10.1037/spq0000150.
Assessment of clinical symptoms requires information from multiple informants. Discrepancies between informants' ratings can have significant implications in school settings (e.g., access to services, treatment planning, progress monitoring). This study examined parent-teacher discrepancies for ratings of internalizing and externalizing symptoms, and adaptive skills of high-functioning children with autism spectrum disorder. A total of 236 Behavior Assessment System for Children-2nd Edition ratings of children with high-functioning children with autism spectrum disorder from 2 informant groups (parents and teachers) were analyzed. Each informant pair (n = 118 parents/caregivers and n = 118 teachers) rated the same child. Scores on the Internalizing Problems, Externalizing Problems, and Adaptive Skills Composites were examined for mean differences, level of agreement, linear relationship, and moderators of discrepancies. There were no significant mean differences between raters for the Internalizing and Externalizing Composites or their constituent scales (except Hyperactivity). Parent-teacher ratings on these composites and scales were significantly correlated (generally moderate), and the discrepancies were not moderated by the included child or parent variables. In contrast, teacher ratings were significantly higher than parents for the Adaptive Skills Composite and several of its constituent scales. Correlations between informants on the Adaptive Skills Composite were significant (low-to-moderate), with notable variability in the correlations among its constituent scales. The degree of parent-teacher discrepancy differed significantly across the Adaptive Skills Composite score range, but it was not moderated by the included child or parent variables. This study suggests a reduced likelihood of informant discrepancies for externalizing and internalizing symptoms, with larger discrepancies expected when assessing adaptive skills. (PsycINFO Database Record
临床症状评估需要来自多个信息提供者的信息。信息提供者评分之间的差异在学校环境中可能具有重大影响（例如，获得服务、治疗计划、进展监测）。本研究考察了家长和教师在高功能自闭症谱系障碍儿童内化和外化症状评分以及适应技能方面的差异。对来自2个信息提供者组（家长和教师）的236份针对高功能自闭症谱系障碍儿童的《儿童行为评估系统（第二版）》评分进行了分析。每对信息提供者（n = 118名家长/照顾者和n = 118名教师）对同一个孩子进行评分。对内化问题、外化问题和适应技能综合量表的得分进行了平均差异、一致性水平、线性关系和差异调节因素的考察。在内化和外化综合量表及其构成量表上（多动量表除外），评分者之间没有显著的平均差异。家长和教师在这些综合量表和子量表上的评分显著相关（一般为中等程度），且差异不受所纳入的儿童或家长变量的调节。相比之下，在适应技能综合量表及其几个构成量表上，教师的评分显著高于家长。信息提供者在适应技能综合量表上的相关性显著（低到中等），其构成量表之间的相关性存在显著差异。家长和教师之间的差异程度在适应技能综合量表得分范围内有显著差异，但不受所纳入的儿童或家长变量的调节。本研究表明，在外化和内化症状方面信息提供者出现差异的可能性较小，而在评估适应技能时预计会有较大差异。（《心理学文摘数据库记录》
