| Title |
Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2017
|
| DOI | 10.1007/s10803-017-3382-z |
| Pubmed ID | |
| Authors |
Kelsey S. Dickson, Jessica Suhrheinrich, Sarah R. Rieth, Aubyn C. Stahmer |
| Abstract |
Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 120 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 120 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 16 | 13% |
| Student > Master | 16 | 13% |
| Student > Ph. D. Student | 14 | 12% |
| Student > Doctoral Student | 13 | 11% |
| Student > Bachelor | 10 | 8% |
| Other | 22 | 18% |
| Unknown | 29 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 35 | 29% |
| Social Sciences | 14 | 12% |
| Nursing and Health Professions | 9 | 8% |
| Business, Management and Accounting | 6 | 5% |
| Medicine and Dentistry | 5 | 4% |
| Other | 14 | 12% |
| Unknown | 37 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 22 November 2017.
All research outputs
#21,376,200
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,711
of 5,240 outputs
Outputs of similar age
#379,833
of 443,994 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#103
of 119 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 443,994 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 119 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.