PMID- 30848681
OWN - NLM
STAT- MEDLINE
DCOM- 20200804
LR  - 20200804
IS  - 1461-7005 (Electronic)
IS  - 1362-3613 (Linking)
VI  - 23
IP  - 7
DP  - 2019 Oct
TI  - Autism severity, co-occurring psychopathology, and intellectual functioning 
      predict supportive school services for youth with autism spectrum disorder.
PG  - 1805-1816
LID - 10.1177/1362361318809690 [doi]
AB  - Supportive school services are a primary service modality for youth with autism 
      spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric 
      symptoms and low intellectual abilities, interfere with academic achievement and 
      therefore influence decisions about school services. Therefore, we examined the 
      association of parent, teacher, and clinician ratings of autism spectrum disorder 
      and co-occurring psychiatric symptom severity and intellectual functioning with 
      school services. In total, 283 youth with autism spectrum disorder were assessed 
      with clinical evaluation via the Autism Diagnostic Observation Schedule and 
      parent and teacher versions of the CASI-4R (Child and Adolescent Symptom 
      Inventory). Full Scale Intelligence Quotient scores were obtained from case 
      records. Clinical and teacher evaluations of autism spectrum disorder severity 
      predicted services and were more strongly associated with school services than 
      parent ratings. Teacher ratings were only associated with common school services 
      (e.g. speech/language therapy, occupational therapy, and/or social skills 
      training) frequency at medium and high levels of clinician-rated autism spectrum 
      disorder severity. Higher IQ and parent-rated externalizing symptoms predicted 
      lower likelihood of receiving school services, whereas internalizing symptoms 
      were not predictive of school services. Autism spectrum disorder symptoms may 
      overshadow externalizing and internalizing symptoms when considering school 
      service supports. Results highlight the importance of evaluating autism spectrum 
      disorder severity via multiple sources, especially in cases of unclear symptom 
      presentation, when examining correlates of school services for youth with autism 
      spectrum disorder.
FAU - Rosen, Tamara E
AU  - Rosen TE
AD  - Stony Brook University, USA.
FAU - Spaulding, Christine J
AU  - Spaulding CJ
AD  - Stony Brook University, USA.
FAU - Gates, Jacquelyn A
AU  - Gates JA
AD  - Stony Brook University, USA.
FAU - Lerner, Matthew D
AU  - Lerner MD
AUID- ORCID: 0000-0002-7373-6663
AD  - Stony Brook University, USA.
LA  - eng
PT  - Journal Article
PT  - Research Support, Non-U.S. Gov't
DEP - 20190308
PL  - England
TA  - Autism
JT  - Autism : the international journal of research and practice
JID - 9713494
SB  - IM
MH  - Adolescent
MH  - Autism Spectrum Disorder/complications/*psychology/therapy
MH  - Child
MH  - Education, Special/*statistics & numerical data
MH  - Female
MH  - Humans
MH  - Intellectual Disability/complications/*psychology/therapy
MH  - Intelligence Tests
MH  - Male
MH  - Mental Disorders/complications/*psychology/therapy
MH  - Psychiatric Status Rating Scales
MH  - Severity of Illness Index
OTO - NOTNLM
OT  - autism spectrum disorder
OT  - comorbidity
OT  - informant
OT  - service delivery
OT  - special education
EDAT- 2019/03/09 06:00
MHDA- 2020/08/05 06:00
CRDT- 2019/03/09 06:00
PHST- 2019/03/09 06:00 [pubmed]
PHST- 2020/08/05 06:00 [medline]
PHST- 2019/03/09 06:00 [entrez]
AID - 10.1177/1362361318809690 [doi]
PST - ppublish
SO  - Autism. 2019 Oct;23(7):1805-1816. doi: 10.1177/1362361318809690. Epub 2019 Mar 8.