Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism

Gazi F. Azad, Erica Reisinger, Ming Xie, David S. Mandell

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent–teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent–teacher collaboration.

Original languageEnglish (US)
Pages (from-to)368-376
Number of pages9
JournalSchool Mental Health
Issue number3
StatePublished - Sep 1 2016
Externally publishedYes


  • Autism
  • Autism spectrum disorder
  • Parent–teacher relationships
  • Social Responsiveness Scale
  • Social behavior

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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