Informant discrepancies in externalizing and internalizing symptoms and adaptive skills of high-functioning children with autism spectrum disorder.

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Key Points

This study aims to analyze discrepancies in symptom ratings and adaptive skills between parents and teachers of high-functioning children with autism spectrum disorder.
Analyzed 236 ratings from the Behavior Assessment System for Children-2nd Edition by parents and teachers of the same children.
Examined discrepancies in internalizing, externalizing symptoms, and adaptive skills through correlations and mean differences.
Sample includes 118 parent and 118 teacher informants.
No significant mean differences noted in externalizing and internalizing symptoms between informants, except for Hyperactivity.
Teacher ratings were significantly higher than parent ratings for the Adaptive Skills Composite and several scales.
Correlations between informant ratings on adaptive skills were low-to-moderate, indicating notable variability.

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Examines parent-teacher discrepancies in symptoms and skills of high-functioning children with autism, suggesting larger gaps in adaptive skills.

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McDonald et al. (2016) studied this question.

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