关于自闭症儿童适应性功能上的家长教师差异概况
Rachel Lees Thorne1, Nicky Wright2, Andres De Los Reyes3
1University of Bath, UK.
Autism : the international journal of research and practice
|January 7, 2026
概括
家长和教师的报告显示,自闭症儿童的自适应功能有着不同的特征. 这些差异与执行功能和智商相关,有助于临床评估和治疗规划.
科学领域:
- 儿童心理学 儿童心理学
- 神经发育障碍 神经发育障碍
- 临床评估 临床评估
背景情况:
- 临床指导方针强调多信息者报告用于诊断儿童挑战.
- 父母和教师的观点为孩子在不同环境中的运作提供了互补的见解.
- 了解报告中的差异对于准确评估自闭症儿童至关重要.
研究的目的:
- 检查父母和老师在评价自闭症儿童适应性功能方面的差异.
- 调查这些差异与儿童执行功能之间的关系.
- 为了确定与不同适应性功能配置文件相关的临床相关性.
主要方法:
- 基于父母和教师的适应性功能报告,使用隐藏的个人资料分析来对自闭症儿童进行分类 (n=194).
- 基于执行功能指数和其他临床变量进行了对比.
- 参与者是来自ASD队列中的Pathways的子样本.
主要成果:
- 确定了四种适应性功能概况:较低的适应性功能-父母更高,中间的适应性功能,更高的适应性功能,以及更高的适应性功能-教师更高.
- 更高的适应性功能-教师更高的个人资料表现出更少的执行功能挑战和更高的智商.
- 在智商,自闭症特征和教师评级的执行功能方面,在不同个人资料中观察到显著的差异.
结论:
- 描述适应性功能配置文件有助于解释信息差异.
- 识别与这些形状相关的临床相关性可以为自闭症儿童的临床决策提供信息.
- 识别特定环境的适应性功能变异对于量身定制的干预措施至关重要.
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