Department of Psychology, 3F5, George Mason University, Fairfax, VA, 22030, USA.
J Autism Dev Disord. 2018 Sep;48(9):3163-3175. doi: 10.1007/s10803-018-3570-5.
Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User's guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20-0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed.
家长和教师在评估学龄前儿童时提供互补信息，因此了解家长-教师一致性非常重要，特别是对于自闭症儿童。家长和教师对 257 名自闭症学龄前儿童（67%为拉丁裔）进行了评估，使用的是德雷克斯早期儿童评估（LeBuffe 和 Naglieri 在《德雷克斯早期儿童评估：用户指南》，卡普兰出版社，刘易斯维尔，1999）。家长和教师对社会技能的评分相关性适中且显著（r=0.20-0.37），但对行为问题的评分相关性接近零。与之前对正常发展的学龄前儿童的研究不同，家长认为孩子的社会技能更强，行为问题更少，而教师则认为孩子的行为问题更多。两位知情者都在几个分量表上对白人/其他儿童的评价比对少数族裔儿童的评价更积极，尽管在不同群体中，评价的一致性相似。讨论了对实践的影响。
