Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder
Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder
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DOI：
10.1007/s10803-010-0952-8
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发表时间：
2010-08-01
影响因子：
3.9
通讯作者：
Assouline, Susan G.
中科院分区：
文献类型：
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作者：
Nicpon, Megan Foley;Doobay, Alissa F.;Assouline, Susan G.
采用儿童行为评定量表(第二版)对54名自闭症谱系障碍(ASD)高能力学生的家长、教师和自我知觉进行了测评。家长报告导致非典型性、注意问题、抑郁、多动、退缩、日常生活能力、适应性和社交技能子量表的临床得分升高，教师报告导致非典型性、抑郁、退缩和适应性子量表的临床得分升高。自我报告得分在平均范围内。青少年的父母和老师比孩子的父母和老师报告了更好的适应能力和更少的非典型性症状。患有自闭症的高能力学生的心理社会功能似乎受到影响，严重程度可能存在发展差异。
Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.