Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders Purpose The purpose of this study was to examine the agreement between parent and teacher perceptions of specific social behaviors in children with autism spectrum disorders (ASD). Method Informant ratings were generated concerning 45 children with ASD between the ages of 5 and 14 years who were enrolled ... Research Article
Research Article  |   April 01, 2009
Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders
 
Author Affiliations & Notes
  • Donna S. Murray
    Cincinnati Children’s Hospital Medical Center, University of Cincinnati, OH
  • Lisa A. Ruble
    University of Kentucky, Lexington
  • Heather Willis
    Vanderbilt University, Nashville, TN
  • Cynthia A. Molloy
    Cincinnati Children’s Hospital Medical Center, University of Cincinnati
  • Contact author: Donna S. Murray, Cincinnati Children’s Hospital, 3333 Burnet Avenue ML 4002, Cincinnati, OH 45229. E-mail: donna.murray@cchmc.org.
Article Information
Special Populations / Autism Spectrum / Language Disorders / Social Communication & Pragmatics Disorders / Research Articles
Research Article   |   April 01, 2009
Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders
Language, Speech, and Hearing Services in Schools, April 2009, Vol. 40, 109-115. doi:10.1044/0161-1461(2008/07-0089)
History: Received November 9, 2007 , Revised April 5, 2008 , Accepted August 4, 2008
 
Language, Speech, and Hearing Services in Schools, April 2009, Vol. 40, 109-115. doi:10.1044/0161-1461(2008/07-0089)
History: Received November 9, 2007; Revised April 5, 2008; Accepted August 4, 2008
Web of Science® Times Cited: 26

Purpose The purpose of this study was to examine the agreement between parent and teacher perceptions of specific social behaviors in children with autism spectrum disorders (ASD).

Method Informant ratings were generated concerning 45 children with ASD between the ages of 5 and 14 years who were enrolled in social skills groups at 2 Midwestern outpatient autism treatment centers.

Results Moderate agreement was observed between parents and teachers for the overall social skills rating scores (r = 0.34; p < 0.05), but there was little agreement on specific social items. Distinct patterns of skill profiles emerged. Parents consistently provided relatively higher ratings on items that pertained to initiating interactions. Teachers, on the other hand, consistently provided higher ratings on items related to responding to and maintaining interactions. Parents and teachers agreed most often on items of affective understanding and perspective taking.

Conclusion These findings suggest that specific social behaviors may be context dependent, indicating the need for a multi-informant approach to provide a more complete profile of a child’s social abilities, which is necessary for generating a more effective treatment plan.

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