Abstract
The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum
disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted
the similarity of the ratings was assessed. Overall behavior problem ratings did not differ between groups, but there was
poor correspondence between the ratings for individual children, stress did not impact markedly on the discrepancies. Parent–teacher
discrepancies in behavior ratings cannot be attributed entirely to differences in the assessment–environment, and there was
little evidence of widespread impacts of parenting stress on these discrepant ratings. It was suggested that attention is
needed in terms of the teacher characteristics when explaining such results.
disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted
the similarity of the ratings was assessed. Overall behavior problem ratings did not differ between groups, but there was
poor correspondence between the ratings for individual children, stress did not impact markedly on the discrepancies. Parent–teacher
discrepancies in behavior ratings cannot be attributed entirely to differences in the assessment–environment, and there was
little evidence of widespread impacts of parenting stress on these discrepant ratings. It was suggested that attention is
needed in terms of the teacher characteristics when explaining such results.
- Content Type Journal Article
- Category Original Paper
- Pages 1-7
- DOI 10.1007/s10803-012-1594-9
- Authors
- Phil Reed, Department of Psychology, Swansea University, Singleton Park, Swansea, SA2 8PP UK
- Lisa A. Osborne, Long-Term and Chronic Conditions Centre, Swansea University, Singleton Park, Swansea, SA2 8PP UK
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257