Discrepancies between parents and teachers of students with autism spectrum disorder (ASD) in executive functioning according to the BRIEF

• Autores: Francisco González Sala, Gemma Pastor Cerezuela, Pilar Sanz-Cervera, Raúl Tárraga Mínguez
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 39, Nº. 1, 2023, págs. 81-87
• Idioma: inglés
• DOI: 10.6018/analesps.481531
• Títulos paralelos:
  • Discrepancias entre padres y maestros de estudiantes con trastorno de espectro autista (TEA) en funcionamiento ejecutivo según el BRIEF
• Enlaces
  • Texto completo
• Resumen
  • español

    Uno de los puntos críticos en la evaluación del trastorno del espectro autista es la manifestación del comportamiento en varios contextos del desarrollo, por lo que la valoración por parte de diferentes informantes es un aspecto clave. El objetivo de este estudio fue analizar la existencia de discrepancias entre padres y maestros en la evaluación del funionamiento ejecutivo en una muestra de 43 niños con un trastorno del espectro autista de nivel de gravedad 2. Para ello se compararon las puntuaciones obtenidas en las subescalas del BRIEF entre padres y maestros, y se analizó la relación entre tales puntuaciones. Los resultados obtenidos indicaron, en primer lugar, diferencias estadísticamente significativas entre padres y maestros en todas las escalas, siendo los maestros quienes informaron de una mayor disfunción ejecutiva, y en segundo lugar, la ausencia de correlaciones estadísticamente significativas entre las puntuaciones otorgadas por ambos informantes en casi todas las escalas. Se puede concluir que existen diferencias en cuanto a la percepción que tienen padres y maestros con respecto a las funciones ejecutivas de los niños con TEA, lo que puede estar en consonancia con la relevancia o el papel que tienen estas funciones en el contexto en el que son evaluadas.

  • English

    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.

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