School of Psychology, Newcastle University, Dame Margaret Barbour Building, Wallace Street, Newcastle upon Tyne, NE2 4DR, UK.
Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Walkergate Park, Benfield Rd, Newcastle upon Tyne, NE6 4QD, UK.
J Autism Dev Disord. 2022 Jan;52(1):463-472. doi: 10.1007/s10803-021-04930-z. Epub 2021 Mar 12.
A wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support .
大量的家长报告研究表明自闭症儿童在适应功能方面存在困难，而家长报告受到许多儿童因素的影响。自闭症儿童的适应功能在不同环境中有所不同；然而，目前还没有研究探讨影响教育专业人员报告的因素。本研究调查了 248 名自闭症儿童的损伤率和特征，以及影响教育专业人员报告的适应技能的儿童因素。由于适应功能测量的可用规范数据的最小年龄为 3 岁以下，因此 12 名儿童被排除在分析之外。研究结果与家长文献一致；适应技能与年龄和信息报告的自闭症严重程度呈负相关，与非言语能力和表达性语言呈正相关。适应功能对于现实世界的结果很重要，例如教育程度、独立性和支持需求。提高我们对教育环境中适应功能的理解，可能有助于支持共同学习的机会，并增强个性化支持。
