Discrepancies between parents and teachers of students with autism spectrum disorder (ASD) in executive functioning according to the BRIEF
Abstract
One of the critical issues in the assessment of autism spectrum disorder is the behavior exhibited in various developmental contexts, and so assessment by different informants is important in understanding these disorders. The aim of this study was to analyze parent-teacher agreement on executive functioning assessment in a sample of 43 children with autism spectrum disorder with level 2 severity. For this purpose, scores given by parents and teachers on the BRIEF subscales were compared, and the relationship between these scores was analyzed. The results obtained indicated, first, statistically significant differences between parents and teachers on all the scales, with teachers reporting greater executive dysfunction in all cases. Second, there were no statistically significant correlations between the scores given by the two informants on almost all the scales. Overall, these results point to the different perceptions of parents and teachers regarding the executive functions of children with ASD, which may reflect the relevance or role of these functions in the context where they are assessed.
Downloads
References
Achenbach, T. M. (2011). Commentary: Definitely more than measurement error: but how should we understand and deal with informant discrepancies? Journal of Clinical Child and Adolescent Psychology, 40(1), 80-86. https://doi.org/10.1080/15374416.2011.533416
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5th ed. Arlington, VA: American Psychiatric Association.
American Psychiatric Association. (2000). Diagnostic and Stadistical Manual of Mental Disorders, 4th ed., text revisión. Washington, DC: American Psychiatric Association.
Autor (2015).
Autor (2020).
Bausela-Herreras E. (2018). BRIEF-P: analysis of executive functions according to informant. Estudios de Psicología, 39(2-3), 503-547. https://doi.org/10.1080/02109395.2018.1507096
Berenguer, C. Roselló, B., Miranda, A. Baixauli, I., & Palomero, B. (2016). Funciones ejecutivas y motivación de niños con Trastorno del Espectro Autista (TEA) y Trastorno por Déficit de Atención con Hiperactividad (TDAH). International Journal of Devevelopmental and Educational Psychology, 1(1), 103-112. https://doi.org/10.17060/ijodaep.2016.n1.v1.200
Berenguer, C., Roselló, B., Colomer, C., Baixauli, I., & Miranda, A. (2018). Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, theory of mind, and behavioral problems. Research in Developmental Disabilities, 83, 260-269. https://doi.org/10.1016/j.ridd.2018.10.001
Cohen J. A (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037//0033-2909.112.1.155
Cohen J. A. (1998). Statistical power analysis for the behavioral sciences, 2nd ed. Hillsdale (NJ): Erlbaum.
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166(2-3), 210-222. https://doi.org/10.1016/j.psychres.2008.02.005
De los Reyes, A. (2011). Introduction to the special section: More than measurement error: Discovering meaning behind informant discrepancies in clinical assessment of children and adolescents. Journal of Clinical Child & Adolescent Psychology, 40(1), 1-9. https://doi.org/10.1080/15374416.2011.533405
De Los Reyes, A., Thomas, S. A., Goodman, K. L., & Kundey, S. M. (2013). Principles underlying the use of multiple informants’ reports. Annual Review of Clinical Psychology, 9, 123-149. http://dx.doi.org/10.1146/annurev-clinpsy-050212-185617
Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y. J. C., Pye, J. E, Hickie, I., & Guastella, A. J. (2018). Autism spectrum disorders: a meta-analysis of executive function. Molecular Psychiatry, 23, 1198-1204. https://doi.org/10.1038/mp.2017.75
Dubbelink, L. M. O., & Geurts, H. M. (2017). Planning skills in autism spectrum disorder across the lifespan: A meta-analysis and meta-regression. Journal of Autism in Developmental Disorders, 47(4), 1148-1165. https://doi.org/10.1007/s10803-016-3013-0
Filipe, M. G., Frota, S., & Vicente, S. G. (2018). Executive Functions and Prosodic Abilities in Children With High Functioning Autism. Frontiers in Psychology, 9, 359. https://doi.org/10.3389/fpsyg.2018.00359
Frith, U., & Happé, F. (1994). Autism: beyond theory of mind. Cognition, 50, 115-132. https://doi.org/10.1016/0010-0277(94)90024-8
Funder, D. C. (1995). On the accuracy of personality judgment: A realistic approach. Psychological Review, 102(4), 652-670. http://dx.doi.org/10.1037/0033-295X.102.4.652
Gilliam, J. E. (2006). Gilliam Autism Rating Scale, 2nd ed. Madrid: Pearson.
Gioia, G. A., Isquith, P. K., Guy, S.C., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235-238. http://dx.doi.org/10.1076/chin.6.3.235.3152
Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Science, 8(1), 26-32. https://doi.org/10.1016/j.tics.2003.11.003
Jepsen, M. I., Gray, K. M., & Taffe, J. R. (2012). Agreement in multi-informant assessment of behavior and emotional problems and social functioning in adolescents with Autistic and Asperger´s Disorder. Research in Autism Spectrum Disorders, 6(3), 1091-1098. https://doi.org/10.1016/j.rasd.2012.02.008
Kanne, S. M., Abbacchi, A. M., & Constantino, J. N. (2009). Multi-informant Ratings of Psychiatric Symptom Severity in Children with Autism Spectrum Disorders: The Importance of Environmental Context. Journal of Autism and Developmental Disorders, 39, 856-864. https://doi.org/10.1007/s10803-009-0694-7
Lane, B. R., Paynter, J., & Sharman, R. (2013). Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(10), 1196-1203. https://doi.org/10.1016/j.rasd.2013.07.011
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2000). Autism Diagnostic Observation Schedule (ADOS) Manual. Madrid: TEA.
Mares, D., McLuckie, A., Schwart, M., & Saini, M. (2007). Executive function impairments in children with attention-deficit hyperactivity disorder: do they differ between school and home environments? Canadian Journal of Psychiatry, 52(8), 527-534. https://doi.org/10.1177/070674370705200811
Martoni, A. T., Trevisan, B. T., Dias, N. M., & Seabra, A. G. (2016). Executive functions: Relation between evaluation by parents and teachers and the performance of children. Trends in Psychology, 24(1), 173-188. http://dx.doi.org/10.9788/TP2016.1-12
Mattila, M. L., Jussila, K., Kuusikko, S., Kielinen, M., Linna, S. L., Ebeling, H., et al. (2009). When does the Autism Spectrum Screening Questionnaire (ASSQ) predict autism spectrum disorders in primary school-aged chil-dren? European Child & Adolescent Psychiatry, 18(8), 499-509. https://doi.org/10.1007/s00787-009-0044-5
Morte-Soriano, M. R., Begeny, J. C., & Soriano-Ferrer, M. (2020). Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia. Journal of Learning Disabilities, 1-15. https://doi.org/10.1177%2F0022219420981986
Mottron, L., y Burack, J. (2001). Enhanced perceptual functioning in the development of autism. En Burack. J. A., Charman, T., Yirmiya, N., & Zelayo, P. R. (Eds.), The Development of Autism: Perspectives From Theory and Research (pp. 149-169). Malwah, NJ: Erlbaum.
Ozonoff, S. (1997). Components of executive function in autism and other disorders. En Russell, J. (Ed.). Autism as an executive disorder (pp. 179-211). New York, US: Oxford University Press.
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. https://doi.org/10.1016/j.jecp.2016.08.010
Raven, J. C. (1996). Matrices Progresivas. Escalas CPM Color y SPM General. Madrid: TEA Ediciones.
Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition 71(3), 362-368. https://doi.org/10.1016/j.bandc.2009.06.007
Sikora, D. M., Haley, P., Edwards, J., & Butler, R. W. (2002). Tower of London test performance in children with poor arithmetic skills. Developmental Neuropsychology, 21(3), 243-254. https://doi.org/10.1207/s15326942dn2103_2
Soriano-Ferrer, M., Félix-Mateo, V., & Begeny, J. C. (2014). Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings? Procedia, Social and Behavioral Sciences, 132, 80-86. https://doi.org/10.1016/j.sbspro.2014.04.281
Stratis, E. A., & Lecavalier, L. (2015). Informant agreement for youth with autism spectrum disorder or intellectual disability: A meta-analysis. Journal of Autism and Developmental Disorders, 45(4), 1026-1041. https://doi.org/10.1007/s10803-014-2258-8
Swanson, H. L. (2006). Cross-sectional and incremental changes in working memory and mathematical problem solving. Journal of Educational Psychology, 98(2), 265-281. https://doi.org/10.1037/0022-0663.98.2.265
Teglasi, H., Ritzau, J., Sanders, C., Kim, M. J., & Scott, A. (2017). Explaining discrepancies in assessment protocols: Trait relevance and functional equivalence. Psychological Assessment, 29, 1517-1530. http://dx.doi.org/10.1037/pas0000447
Wochos, G. C., Semerjian, C. H., & Walsh, K. S. (2014). Differences in parent and teacher rating of everyday executive function in pediatric brain tumor survivors. The Clinical Neuropsychologist, 28(8), 1243-1257. http://dx.doi.org/10.1080/13854046.2014.971875
Zorrilla, L. (2013). Relación entre medidas neuropsicológicas y ecológicas de funcionamiento ejecutivo en infantil y su predicción del rendimiento matemático. Fòrum Recerca, 18, 341-354. http://dx.doi.org/10.6035/ForumRecerca.2013.22
Copyright (c) 2022 Servicio de Publicaciones, University of Murcia (Spain)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
