Parent and teacher ratings of social skills in school-aged children assessed for Autism Spectrum Disorder: the role of parent education, symptom severity and adaptive functioning

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dc.contributor Barber, Angela B.
dc.contributor Gilpin, Ansley T.
dc.contributor.advisor Tomeny, Theodore S.
dc.contributor.author Eldred, Sophia Winston
dc.date.accessioned 2018-01-19T19:37:40Z
dc.date.available 2018-01-19T19:37:40Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002717
dc.identifier.other Eldred_alatus_0004M_13197
dc.identifier.uri http://ir.ua.edu/handle/123456789/3355
dc.description Electronic Thesis or Dissertation
dc.description.abstract When assessing an individual for autism spectrum disorder (ASD), clinicians often use multiple measures in order to get a complete picture of the individual’s functioning. Many studies have investigated the value of multiple informants, and how much additional information is gained by using multiple reports. As such, this practice has become an important part of a comprehensive ASD assessment. When assessing a child for ASD, most clinicians seek out both parent and teacher reports, however the variance in settings among raters often results in report discrepancies (Duvekot, van der Ende, Verhulst & Greaves-Lord, 2015). Although studies have examined the correlations and discrepancies between parent- and teacher-reported scores in various assessments used in ASD evaluations, many factors that may influence the relations between parent and teacher reports have not been examined. The current study investigated the extent to which parent education, children’s ASD symptom severity, and children’s adaptive functioning individually weakened or strengthened the relation between parent and teacher report of social skills deficits. Furthermore, the study assessed whether these relations varied differently when parent- and clinician-reported symptoms and specific ASD symptom subdomains and adaptive functioning subdomains were examined independently. Finally, exploratory analyses were conducted to assess whether these relations varied according to diagnostic group (ASD or non-ASD) or geographic classification (rural county or urban county). The tested hypotheses were generally unsupported, and the proposed moderators were not significant.
dc.format.extent 76 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Clinical psychology
dc.title Parent and teacher ratings of social skills in school-aged children assessed for Autism Spectrum Disorder: the role of parent education, symptom severity and adaptive functioning
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.A.


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