What is the concordance between parent- and education professional-reported adaptive functioning in autistic children using the VABS-II?

Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no re...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2023-08, Vol.53 (8), p.3077-3091
Main Authors: Moore, Heather L., Couteur, Ann Le, Charman, Tony, Green, Jonathan, Parr, Jeremy R, Grahame, Victoria
Format: Article
Language:English
Subjects:
Ability
Adaptation level (Psychology)
Adaptive behavior
Adjustment (to Environment)
Attitudes
Autism
Autism Spectrum Disorders
Autistic children
Behavioral Science and Psychology
Care and treatment
Child and School Psychology
Child Behavior
Children
Context Effect
Diagnosis
Evaluation
Neurosciences
Nonverbal Ability
Original Paper
Parent Attitudes
Parenthood education
Parents & parenting
Pediatrics
Pervasive developmental disorders
Psychology
Public Health
School Personnel
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Summary:Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no research has yet explored item level response variation. We investigated Vineland Adaptive Behaviour Scales-II concordance using 233 lower ability autistic children from the PACT-G sample. Domain and item level agreement was low, but better on objectively measured behaviours. Higher child nonverbal ability improved concordance. Where disagreements occurred, education professionals identified emergent skills more and parents were more likely to rate present/absent. Parents and education professionals view the adaptive abilities of autistic children differently and both should be considered when developing personalised interventions and support.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-022-05602-2