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Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year.

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Title: Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year.
Authors: Avni, Einat, Ben-Itzchak, Esther, Saban-Bezalel, Ronit, Zachor, Ditza A.
Source: Journal of Autism & Developmental Disorders. Jan2025, Vol. 55 Issue 1, p237-249. 13p.
Subjects: Asperger's syndrome in children, Autism in children, Attention-deficit hyperactivity disorder, Research funding, Parent attitudes, Anxiety, Severity of illness index, Descriptive statistics, College teacher attitudes, Special education, Comparative studies, Evaluation, Children
Abstract: Purpose: Only a few studies examined the longitudinal pattern of parent–teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study's aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. Methods: The study included 73 participants, (M = 61), aged 2:10 − 7:6 years (M = 4:10, SD = 1:0), who attended ASD special education classes and were receiving intensive interventions. Parents and teachers completed measures of autism severity and ADHD and anxiety symptoms at T1 and T2. Results: Teachers, in comparison to parents, rated more severe social-communication impairments and inattention symptoms at T1, but not at T2. A significant improvement in teachers' ratings of autism and inattention symptoms severity was documented at T2. At both time points, parents reported more severe anxiety symptoms. Significant correlations between parents' and teachers' reports were noted for autism severity at T1 and T2, but not for inattention and anxiety symptoms severity. Conclusion: The study emphasizes the contribution of multiple perspectives for better collaboration between home and school environments. Obtaining accurate information from parents and teachers at the start of the school year may help to identify factors needed for better adjustment at school and to better address difficulties at home. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year.
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  Data: <searchLink fieldCode="AR" term="%22Avni%2C+Einat%22">Avni, Einat</searchLink><br /><searchLink fieldCode="AR" term="%22Ben-Itzchak%2C+Esther%22">Ben-Itzchak, Esther</searchLink><br /><searchLink fieldCode="AR" term="%22Saban-Bezalel%2C+Ronit%22">Saban-Bezalel, Ronit</searchLink><br /><searchLink fieldCode="AR" term="%22Zachor%2C+Ditza+A%2E%22">Zachor, Ditza A.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Jan2025, Vol. 55 Issue 1, p237-249. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Asperger's+syndrome+in+children%22">Asperger's syndrome in children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+in+children%22">Autism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Severity+of+illness+index%22">Severity of illness index</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Only a few studies examined the longitudinal pattern of parent–teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study's aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in children with ASD, at the start (T1) and end (T2) of the school year, to assess changes in their perception over time and to examine correlations between their reports. Methods: The study included 73 participants, (M = 61), aged 2:10 − 7:6 years (M = 4:10, SD = 1:0), who attended ASD special education classes and were receiving intensive interventions. Parents and teachers completed measures of autism severity and ADHD and anxiety symptoms at T1 and T2. Results: Teachers, in comparison to parents, rated more severe social-communication impairments and inattention symptoms at T1, but not at T2. A significant improvement in teachers' ratings of autism and inattention symptoms severity was documented at T2. At both time points, parents reported more severe anxiety symptoms. Significant correlations between parents' and teachers' reports were noted for autism severity at T1 and T2, but not for inattention and anxiety symptoms severity. Conclusion: The study emphasizes the contribution of multiple perspectives for better collaboration between home and school environments. Obtaining accurate information from parents and teachers at the start of the school year may help to identify factors needed for better adjustment at school and to better address difficulties at home. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-023-06183-4
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        Text: English
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        PageCount: 13
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      – SubjectFull: Asperger's syndrome in children
        Type: general
      – SubjectFull: Autism in children
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
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      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Parent attitudes
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      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Severity of illness index
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: College teacher attitudes
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      – SubjectFull: Special education
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      – SubjectFull: Evaluation
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      – SubjectFull: Children
        Type: general
    Titles:
      – TitleFull: Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year.
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              Text: Jan2025
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              Y: 2025
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