Parent versus teacher reports of children’s adaptive abilities amongst an Australian clinical school-aged paediatric population

Background: This study broadens clinicians’ understanding of discrepancies between parent and teacher reporting related to the abilities of children's abilities, given the impact of these discrepancies on treatment planning and outcomes. Objectives: To study the differences and magnitude of discrepancies between parent and teacher reports of children’s abilities in a clinical population. Methods: We investigated the parent and teacher Adaptive Behaviour Assessment Scale, Third Edition (ABAS-III) data of 122 children who attended a Specialist Paediatric Outpatient Clinic. Results: Parents and teachers had similar opinions on their observations of children’s symptoms in most ability areas, except for functional academics, self-care, and home/school living. Despite the significant differences in scores, the effect sizes were small. There was, however, agreement about the general level of children’s functioning. Conclusion: When input is required from parents and teachers on the child’s abilities with clinical concerns, they can generally be relied upon to notice and agree on the child’s capabilities. However, when there are differences in opinions between parents and teachers’ additional assessments and inquiries help to clarify the child’s abilities, rather than relying solely on questionnaires.