Parent and Teacher Ratings of Social Skills, Peer Play and Problem Behaviours in Children with Autism Spectrum Disorder

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Clark, M. L. E., Barbaro, J., & Dissanayake, C. (2019). Parent and Teacher Ratings of Social Skills, Peer Play and Problem Behaviours in Children with Autism Spectrum Disorder. International Journal of Disability, Development and Education, 67(2), 194-207. https://doi.org/10.1080/1034912x.2019.1662891

Publication date: 4 Sep 2019 Added to AutiHub: 7 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
3
Publication authors identified as autistic
1 / 3 (33.3%)
  1. Megan L. E. Clark
  2. Josephine Barbaro *
  3. Cheryl Dissanayake

Abstract

Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem behaviours, and the Penn Interactive Peer Play Scale (PIPPS) capturing three dimensions of play: play interaction, play disconnection and play disruption. Parents and teachers reported similar social skills (SSIS) and peer interaction skills (PIPPS) and similar levels of disruption in play (PIPPS). However, informants differed in their report of play and problem behaviours with parents reporting more play disconnection (PIPPS) and problem behaviours (SSIS), indicating that these may have been highest within the home. Both informants highlighted similar difficulties in children’s ability to engage in play, even when invited to do so, and a greater withdrawal from other children resulting in higher peer/sibling rejection across settings. The implications of parent teacher disparity are discussed in relation to home-school collaboration. Identifying factors that contribute to the disparity between informants perceptions may increase understanding and more effective collaboration between parents and teachers, to improve the learning outcomes of student with ASD.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 01:04.

Cited references
38
With a DOI
30
Without a DOI, from raw bibliography text
6
3 / 38 (7.9%) cited references include at least one author identified as autistic.
References with data to complete
1 / 38 (2.6%)
References with detected author names
38 / 38 (100.0%)
Without detected author names
0
Without a structured title
1
Without a stable identifier
5
References with raw author names still to review
0
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
103
From DOI or external metadata
103
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
0
21 / 103 (20.4%) names are linked to an author already present in AutiHub. 82 / 103 (79.6%) names are not yet linked.
Names linked to a person identified as autistic
3 / 103 (2.9%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 3 / 21 (14.3%). Distinct people identified as autistic: 1 / 93 (1.1%).
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