{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80869"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80869","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Informant Discrepancies in the Assessment of Adaptive Behavior of High-Functioning Children with Autism Spectrum Disorder","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Jordan, Allyson"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Fabiano, Gregory","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:47:43Z","date_published":"2019-10-29T16:47:43Z","updated_at":"2026-07-27T19:05:25Z","subjects":["psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80869","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fabiano, Gregory","Counseling, School and Educational Psychology"]},{"key":"dc:creator","label":"Author","values":["Jordan, Allyson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:47:43Z","2019","2019-07-28 18:03:29"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80869"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Gathering information about adaptive skills is a critical component of comprehensive assessments. When rating these skills, it is recommended that information be gathered from multiple sources. When multiple informants are used, however, discrepancies can arise. These discrepancies may have implications for diagnostic decision-making, as well as intervention development and progress monitoring. The purpose of the current study was to examine informant discrepancies for ratings of adaptive behavior of high-functioning children with autism spectrum disorder (HFASD) using a comprehensive measure of adaptive behavior. A total of 103 children with HFASD were each rated by two informant groups (parents and teachers). Each pair (N = 103 parents and N = 103 teachers) rated the same child using the Adaptive Behavior Assessment System, Third Edition (ABAS-3; Harrison & Oakland, 2015). Scores on the General Adaptive Composite (GAC) and the Practical, Social, and Conceptual domains were examined for level of agreement between raters and mean differences between informant groups. Parent scores and teacher scores were moderately correlated with one another. Teacher scores were significantly higher than parent scores for the GAC and the Practical domain. Bland-Altman plots and regression analyses were used to assess for the presence of systematic differences in parent-teacher agreement across the range of scores. No systematic differences were noted. When examining the role of potential moderators, no demographic variables (e.g., age, parent education, IQ [FSIQ, VCI, and PRI], expressive and receptive language abilities, and ASD symptoms) were significantly correlated with the parent-teacher difference scores. The current study suggests that parents and teachers are generally in agreement with one another when rating the adaptive skills of children with HFASD on a comprehensive measure of adaptive behavior."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Informant Discrepancies in the Assessment of Adaptive Behavior of High-Functioning Children with Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor":["Fabiano, Gregory","Counseling, School and Educational Psychology"],"dc:creator":["Jordan, Allyson"],"dc:date":["2019-10-29T16:47:43Z","2019","2019-07-28 18:03:29"],"dc:description":["Ph.D.","Gathering information about adaptive skills is a critical component of comprehensive assessments. When rating these skills, it is recommended that information be gathered from multiple sources. When multiple informants are used, however, discrepancies can arise. These discrepancies may have implications for diagnostic decision-making, as well as intervention development and progress monitoring. The purpose of the current study was to examine informant discrepancies for ratings of adaptive behavior of high-functioning children with autism spectrum disorder (HFASD) using a comprehensive measure of adaptive behavior. A total of 103 children with HFASD were each rated by two informant groups (parents and teachers). Each pair (N = 103 parents and N = 103 teachers) rated the same child using the Adaptive Behavior Assessment System, Third Edition (ABAS-3; Harrison & Oakland, 2015). Scores on the General Adaptive Composite (GAC) and the Practical, Social, and Conceptual domains were examined for level of agreement between raters and mean differences between informant groups. Parent scores and teacher scores were moderately correlated with one another. Teacher scores were significantly higher than parent scores for the GAC and the Practical domain. Bland-Altman plots and regression analyses were used to assess for the presence of systematic differences in parent-teacher agreement across the range of scores. No systematic differences were noted. When examining the role of potential moderators, no demographic variables (e.g., age, parent education, IQ [FSIQ, VCI, and PRI], expressive and receptive language abilities, and ASD symptoms) were significantly correlated with the parent-teacher difference scores. The current study suggests that parents and teachers are generally in agreement with one another when rating the adaptive skills of children with HFASD on a comprehensive measure of adaptive behavior."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80869"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["psychology"],"dc:title":["Informant Discrepancies in the Assessment of Adaptive Behavior of High-Functioning Children with Autism Spectrum Disorder"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:25Z"}