Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders
Parent and Teacher Report of Social Skills in Children With Autism Spectrum Disorders
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DOI：
10.1044/0161-1461(2008/07-0089
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发表时间：
2009-04-01
影响因子：
2.4
通讯作者：
Molloy, Cynthia A.
中科院分区：
文献类型：
--
作者：
Murray, Donna S.;Ruble, Lisa A.;Molloy, Cynthia A.
目的：考察自闭症谱系障碍(ASD)儿童家长和教师对特定社会行为认知的一致性。方法：对美国中西部2个自闭症门诊治疗中心的45名5~14岁ASD儿童进行问卷调查。结果：家长和教师对ASD总体社会技能评分的一致性较好(r=0.34；p<；0.05)，但在具体的社会项目上几乎没有一致意见。技能概况出现了不同的模式。家长在与启动互动有关的项目上一直给予相对较高的评分，而另一方面，教师在与回应和维持互动有关的项目上一直给予较高的评分。结论：这些发现表明，特定的社会行为可能依赖于环境，这表明需要多个信息者的方法来提供更完整的儿童社交能力概况，这对于制定更有效的治疗计划是必要的。
Purpose: The purpose of this study was to examine the agreement between, parent and teacher perceptions of specific social behaviors in children with autism spectrum disorders (ASD).Method: Informant ratings Were generated concerning 45 children with ASD between the ages of 5 and 14 years who were enrolled in social skills groups at 2 Midwestern outpatient autism treatment centers.Results: Moderate agreement parents and teachers for the overall social skills rating scores (r = 0.34; p < 0.05), but there was little agreement on specific social items. Distinct patterns of skill profiles emerged. Parents consistently provided relatively higher ratings on items that pertained to initiating interactions Teachers, on the other hand, consistently provided higher ratings on items related to responding to and maintaining interactions. Parents and teachers agreed most often on items of affective understanding and perspective taking.Conclusion: These findings suggest that specific social behaviors may be context dependent, indicating the need for a multi-informant approach to provide a more complete profile of a child's social abilities, which is necessary for generating a more effective treatment plan.