Abstract
This article examines the discrepancies among informants regarding the assessment of
challenging behaviors and social communication in preschoolers with Autism Spectrum Disorder
(ASD). The study's objective is to determine the extent of agreement among informants and the
factors that contribute to disagreement, particularly in the areas of communication, behavior, and
social skills. The research emphasizes the significance of incorporating multiple informants in
the evaluation of these aspects in children with ASD.[Title Here, up to 12 Words, on One
to Two Lines]“Children with autism spectrum disorder (ASD) exhibit substantial
heterogeneity in their behavioral and social communication profiles, often demonstrating
behaviors differently across contexts” (Hartley et al., 2011; Kanne et al., 2009)
Communication. “Children with ASD may also have difficulty understanding the
semantics or the meaning of language.” (Boutot, 20 The study found significant differences in
ratings of communication impairments between parents and teachers. Parents tended to report
higher levels of impairment in social communication skills compared to teachers. This
discrepancy highlights the importance of gathering information from multiple sources to gain a
comprehensive understanding of a child's communication abilities. In the context of the course,
this finding supports the notion that communication difficulties in individuals with ASD can be
variable and may be perceived differently by different informants (parents, teachers, and
clinicians). This reinforces the need for collaborative assessment and intervention planning for
effective support for young children with ASD.
Behavior. The article also examined the extent of agreement among observers when
assessing challenging behaviors in preschool children with ASD. The results showed a moderate
level of agreement between the parents and teachers, suggesting that they frequently had
different perspectives regarding the existence and severity of challenging behaviors. “However,
studies examining informant agreement on challenging behaviors in school-age children with
ASD (i.e., behavioral and emotional difficulties such as aggression, anxiety, depression,
oppositionality, self-regulation, and attention difficulties) have generally found low to moderate
agreement, with parents rating behaviors as more problematic than teachers” (Jordan et al., 2019;
Lane et al., 2013; Stadnick et al., 2017; Stratis & Lecavalier, 2015).
Social Skills. Another major focus of the study was informant agreement on ratings of
social skills in preschool children with ASD. Similar to the findings on communication and
challenging behaviors, there was a significant discrepancy between parents and teachers in their
ratings of social skills. Parents tended to rate their child's social skills higher, whereas teachers
rated them lower. This difference in perspective emphasizes the importance of considering the
child's social skills in different contexts, as social interactions and expectations may vary
between home and school settings. It also reinforces the need for collaboration between parents
and teachers to develop consistent strategies to support the development and generalization of
social skills in individuals with ASD.
Powered by TCPDF (www.tcpdf.org)
