Informant Discrepancies in the Assessment of Social Skills and Behaviors of Children with Autism Spectrum Disorder
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| Title: | Informant Discrepancies in the Assessment of Social Skills and Behaviors of Children with Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Samantha E. Stanford, Amanda B. Nickerson, Christopher Lopata, Stephanie S. Fredrick, James P. Donnelly, Jonathan D. Rodgers (ORCID |
| Source: | Focus on Autism and Other Developmental Disabilities. 2026 41(2):94-101. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A080136 R324A130216 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Parent Attitudes, Teacher Attitudes, Interpersonal Competence, Child Behavior, Young Children, Preadolescents, Autism Spectrum Disorders, Children, Intelligence Tests, Check Lists |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children |
| DOI: | 10.1177/10883576251353482 |
| ISSN: | 1088-3576 1538-4829 |
| Abstract: | This study examined informant discrepancies for parent and teacher ratings of social skills and behavioral flexibility/regulation of 124 U.S. children with autism spectrum disorder (ASD), ages 6 to 11 years. Scores on the Adapted Skillstreaming Checklist (ASC) were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Results indicated no significant differences between parent and teacher ASC mean scores. Parent and teacher scores were low-to-moderately correlated (intraclass correlation coefficient = 0.30 and Pearson r = 0.18) and the Bland-Altman plot and regression analysis revealed no systematic differences in agreement across the range of scores. None of the variables moderated the parent-teacher difference scores. Overall, practitioners should not necessarily anticipate parent-teacher differences when using the ASC for group-level comparisons. However, ratings were less consistent (modest correlations) at the individual child level. Less agreement at the individual child level suggests that practitioners should be prepared to follow-up and clarify the reason(s) for the differences. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1503860 |
| Database: | ERIC |
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| Abstract: | This study examined informant discrepancies for parent and teacher ratings of social skills and behavioral flexibility/regulation of 124 U.S. children with autism spectrum disorder (ASD), ages 6 to 11 years. Scores on the Adapted Skillstreaming Checklist (ASC) were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Results indicated no significant differences between parent and teacher ASC mean scores. Parent and teacher scores were low-to-moderately correlated (intraclass correlation coefficient = 0.30 and Pearson r = 0.18) and the Bland-Altman plot and regression analysis revealed no systematic differences in agreement across the range of scores. None of the variables moderated the parent-teacher difference scores. Overall, practitioners should not necessarily anticipate parent-teacher differences when using the ASC for group-level comparisons. However, ratings were less consistent (modest correlations) at the individual child level. Less agreement at the individual child level suggests that practitioners should be prepared to follow-up and clarify the reason(s) for the differences. |
|---|---|
| ISSN: | 1088-3576 1538-4829 |
| DOI: | 10.1177/10883576251353482 |
