Teacher- and parent-reported trajectories of maladaptive behaviors among individuals with autism and non-spectrum delays.
Teacher- and parent-reported trajectories of maladaptive behaviors among individuals with autism and non-spectrum delays.
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教师和家长报告的自闭症和非谱系延迟个体适应不良行为的轨迹。
DOI：
10.1002/aur.2854
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Lord,Catherine
中科院分区：
文献类型：
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作者：
Rosen,NicoleE;Schiltz,HillaryK;Lord,Catherine
患有自闭症谱系障碍（ASD）和非谱系发育迟缓的人在整个生命周期中经常表现出适应不良的行为，这可能对生活质量产生普遍影响。适应不良行为已被证明会随着时间的推移而改变，这是各种个人因素的函数（例如，认知能力），但研究主要限于父母报告的措施。为了扩展这项工作，本研究旨在研究教师和家长报告的适应不良行为的轨迹（即，多动，易怒，社交退缩），并测试个体水平的预测因素（例如，自闭症特征，言语智商）和学校相关的预测因素（例如，教师类型，学生-成人比例，个人助理，学校类型）影响165名9至18岁ASD或非频谱延迟个体的这些轨迹。多水平模型显示，根据教师和家长的报告，参与者在多动方面表现出最大的改善，在易怒方面表现出较小但仍然显着的改善，以及随着时间的推移稳定的社交退缩水平。更高的语言能力和更少的ASD特征，除了主流学校的安置外，随着时间的推移，与适应不良行为减少相关的重要的个人和学校相关差异。多信息者视角和纵向设计为这些适应不良行为在不同背景和时间的表现提供了新的见解。研究结果强调了教师和家长报告的轨迹随着时间的推移的一致性，并进一步强调了在学校和家庭环境中使用多系统干预方法针对适应不良行为的重要性。
People with autism spectrum disorder (ASD) and non‐spectrum developmental delays frequently exhibit maladaptive behaviors throughout the lifespan, which can have pervasive effects on quality of life. Maladaptive behaviors have been shown to change over time as a function of various individual‐level factors (e.g., cognitive ability), yet research is primarily limited to parent‐reported measures. To expand upon this work, the present study aimed to examine trajectories of teacher‐ and parent‐reported maladaptive behaviors (i.e., hyperactivity, irritability, social withdrawal) and to test whether individual‐level predictors (e.g., autism features, verbal intelligence quotient) and school‐related predictors (e.g., teacher type, student‐adult ratio, personal aide, school type) impact these trajectories among 165 individuals with ASD or non‐spectrum delays from ages 9 to 18. Multilevel models revealed that, according to both teacher and parent report, participants showed the greatest improvement in hyperactivity, less but still notable improvement in irritability, and stable levels of social withdrawal over time. Higher verbal ability and fewer ASD features, in addition to mainstream school placement, emerged as important individual‐ and school‐related differences associated with fewer maladaptive behaviors over time. The multi‐informant perspective and longitudinal design provide novel insight into the manifestations of these maladaptive behaviors across different contexts and across time. Findings highlight the consistency of teacher‐ and parent‐reported trajectories over time and further emphasize the importance of targeting maladaptive behaviors using a multisystem intervention approach in both school and home contexts.