Evidence map›Paper›PMID 33710469›Full record

ArticleJournal of autism and developmental disorders2022

Which Factors Influence Teacher Report of Adaptive Functioning in Autistic Children?

Heather L Moore, Leanne Rogan, Lauren J Taylor, Tony Charman, Ann Le Couteur, Jonathan Green, Victoria Grahame, PACT-G Consortium

Open access · hybridAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of autism and developmental disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
0.2field-weighted citation impact, top 53% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 2 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 8 institutions in 2 countries.

Heather L MooreSchool of Psychology, Newcastle University, Dame Margaret Barbour Building, Wallace Street, Newcastle upon Tyne, NE2 4DR, UK. heather.moore@newcastle.ac.uk.ORCID http://orcid.org/0000-0002-2999-8332
Leanne RoganCumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Walkergate Park, Benfield Rd, Newcastle upon Tyne, NE6 4QD, UK.
Lauren J TaylorDepartment of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, Henry Wellcome Building, De Crespigny Park, Denmark Hill, Box PO77, London, SE5 8AF, UK.
Tony CharmanDepartment of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, Henry Wellcome Building, De Crespigny Park, Denmark Hill, Box PO77, London, SE5 8AF, UK.
Ann Le CouteurPopulation Health Sciences Institute, Level 3, Sir James Spence Institute, Royal Victoria Infirmary, Newcastle University, Queen Victoria Road, Newcastle upon Tyne, NE1 4LP, UK.
Jonathan GreenDivision of Neuroscience and Experimental Psychology, University of Manchester, PACT-G Trial Office, Room 3.312, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
Victoria GrahameCumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Walkergate Park, Benfield Rd, Newcastle upon Tyne, NE6 4QD, UK.
PACT-G Consortium
Cumbria Northumberland Tyne and Wear NHS Foundation Trust · GBKing's College London · GBManchester University NHS Foundation Trust · GBNewcastle University · GBRoyal Victoria Infirmary · GBThe University of Western Australia · AUUniversity of Leeds · GBUniversity of Manchester · GB

Funding

Department of Health 13/119/18Medical Research Council 13/119/18Medical Research Council G0401546Medical Research Council MR/K005863/1National Institute for Health Research (GB) 13/119/18
6 · The paper itself

Abstract

A wealth of parent-report research shows adaptive functioning difficulties in autistic children, with parent-report influenced by a number of child factors. Adaptive functioning in autistic children is known to vary across settings; however, no research has yet explored factors influencing education professional-report. This study investigated the rate and profile of impairment, and child factors influencing education professional-reported adaptive skills in 248 autistic children. Twelve children were < 3 years (min age for available normative data on the adaptive function measure), so were removed from the analyses. Results replicated parent-literature; adaptive skills were negatively associated with age and informant-reported autism severity, and positively associated with nonverbal ability and expressive language. Adaptive functioning is important for real-world outcomes, e.g. educational attainment, independence, and support needs. Improving our understanding of adaptive functioning in the education context may support opportunities for shared learning and enhance personalised support .

Indexed as

Autism Spectrum DisorderAutistic DisorderChildEducational StatusHumansLanguageParentsAdaptive functioningAutismBehaviourTeacher report

Identifiers

PMID33710469
PMCPMC8732898
OpenAlexW3135434014

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.