Brief Report: Which factors influence teacher report of adaptive functioning in autistic children?

Heather Moore, Leanne Rogan, Lauren Taylor, Tony Charman, Ann Le Couteur, Jonathan Green, Victoria Grahame, PACT-G

Research output: Contribution to journalArticlepeer-review

Abstract

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 .
Original languageEnglish
JournalJournal of Autism and Developmental Disorders
DOIs
Publication statusE-pub ahead of print - 12 Mar 2021

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