UC Davis

Multi-informants are essential for capturing the full range of adaptive functioning abilities necessary for daily living and independence. However, discrepancies within parent-child dyads, specifically comparing parent-reports to child self-reports, can cloud interpretation from assessments and hinder support planning. This study examines discrepancies in parent-youth perceptions of adaptive functioning, focusing on the social domain, and investigates associations among parents, youth, and independent ratings, considering factors like IQ, autism severity, and parental education. The study included 132 individuals (66 autistic, 66 non-autistic) aged 16-24 years. Adaptive functioning was measured using the Adaptive Behavior Assessment System-3 across the conceptual, practical, and social domains. Agreement between reporters was assessed using paired-sample t-tests, intraclass-correlations, and Bland-Altman plots. Spearman's correlations examined associations between raters, while the effects of IQ, autism severity, and parental education on discrepancies were analyzed using linear regression. Autistic self- and parent-reports showed lower adaptive functioning than non-autistic dyads. Autistic youth reported higher social and less practical adaptive skills compared to parents. Autistic self-reports in the social domain correlated significantly with independent assessment. Increased autistic symptoms were associated with greater parent-child discrepancies. This study underscores the importance of multi-informant assessments to understand the full range of adaptive functioning in autistic individuals. Discrepancies in social and practical domains highlight the need for both perspectives, because parents may not observe all behaviors and may overlook autistic individuals' perception of support needs in the practical domain. Understanding these differences is crucial for improving supports planning and enhancing quality of life for autistic individuals.