Rapid Quantitative Assessment of Autistic Social Impairment by Classroom Teachers

Constantino, John N.; LaVesser, Patricia; Zhang, Yi; Abbacchi, Anna M.; Gray, Teddi; Todd, Richard D.

doi:10.1097/chi.0b013e318157cb23

Cited by 133 publications

(127 citation statements)

References 17 publications

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“…Strong correlations of .82 (mother) and .91 (father) have been reported between parent-and teacher-reported SRS scores, and this instrument has also demonstrated good reliability (coefficient alphas above .93 for parent and teacher ratings; Constantino and Gruber 2005). With regard to specificity, Constantino et al (2007) found that a t-score of [60 on the SRS teacher report was consistent with a clinically identified ASD diagnosis in 90% of cases. Lee et al (2010) examined the utility of the SRS parent and teacher forms in an assessment battery for ASD.…”

Section: Asd Screening Instruments For Teachersmentioning

confidence: 70%

Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders

Schanding

Nowell

Goin‐Kochel

2011

J Autism Dev Disord

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Limited research exists regarding the role of teachers in screening for Autism Spectrum Disorders (ASD). The current study examined the use of the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) as completed by parents and teachers about school-age children from the Simons Simplex Collection. Using the recommended cutoff scores in the manuals and extant literature, the teacher-completed SCQ and SRS yielded lower sensitivity and specificity values than would be desirable; however, lowering the cutoff scores on both instruments improved sensitivity and specificity to more adequate levels for screening purposes. Using the adjusted cutoff scores, the SRS teacher form appears to be a slightly better screener than the SCQ. Implications and limitations are discussed, as well as areas for future research.

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Section: Asd Screening Instruments For Teachersmentioning

confidence: 70%

Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders

Schanding

Nowell

Goin‐Kochel

2011

J Autism Dev Disord

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“…Szatmari et al (1994) noted that although parents and teachers had high levels of agreement with regard to adaptive function, there was little agreement with regard to ratings of autistic symptomatology. However, other investigators (e.g., Constantino et al 2007;Kanne et al 2009) have found more evidence of parent-teacher agreement with regard to autistic severity. In their examination of problem behaviors, Kanne et al (2009) also found greater parentteacher concordance for externalizing than for internalizing symptoms, although they noted that even for externalizing symptoms, the correlations of parent-teacher behavioral ratings were only moderate.…”

Section: Informant Concordance and Medication Treatmentmentioning

confidence: 72%

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

Pearson

Aman

Arnold

et al. 2012

Journal of Child and Adolescent Psychopharmacology

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Objective: Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). Method: Participants were 86 children (66 boys; mean: age = 9.3 years, intelligence quotient [IQ] = 84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. Results: Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms-as well as closely related externalizing symptoms-are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. Conclusions: Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child's functioning in these domains in school. As such, parent ratings can be reliably used to make initial diagnostic and treatment decisions (e.g., medication treatment) regarding ADHD symptoms in children with ASDs.

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“…In particular, the SRS has a larger body of literature supporting its utility as a valid and less biased informant-report measure of core autism symptomology. Given the correlations that have been found between ADI-R scores and the SRS (Constantino et al 2003(Constantino et al , 2007, it is recommended that research efforts focus instead on honing the SRS into an appropriate informant report treatment outcome measure.…”

Section: The Autism Diagnostic Interview Revised (Adi-r)mentioning

confidence: 98%

“…Similarly, different informants tend to have distinct ratings for the social behaviors of the same child given their differing experiences (Constantino et al 2007). It is likely that a combination of parent-and teacher-report measures, as well as behavioral observations, would provide a fuller picture of potential treatment effects (Constantino et al 2007;Stone et al 2003;Landa 2005).…”

Section: Variables Important To Assessments Of Social Interactionmentioning

confidence: 99%

Measuring Change in Social Interaction Skills of Young Children with Autism

Cunningham

2011

J Autism Dev Disord

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Designing effective treatments for improving early social behaviors in autism has been identified as a critical research need. One barrier to drawing conclusions about optimal treatments for children with autism is the use of highly varied dependent measures in the treatment literature. Contributing to this is the absence of "gold standard" assessment batteries. This is particularly true for assessing changes in social interaction impairments in very young children with autism. This paper addresses this issue by reviewing variables important in the development and evaluation of assessment measures, discussing previous studies' choices of socially-related dependent measures, and the strengths, limitations, and research questions pertaining to them. It concludes with recommendations for measurement selection and future directions for research.

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Rapid Quantitative Assessment of Autistic Social Impairment by Classroom Teachers

Cited by 133 publications

References 17 publications

Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders

Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

Measuring Change in Social Interaction Skills of Young Children with Autism

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