Réflexions axées sur la pratique concernant l’évaluation du comportement adaptatif dans l’éducation spécialisée pour l’autisme

Titre original en anglais : Practice‐focused reflections on adaptive behaviour assessment in autism specialist education

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Eysenck, A. H., Sewell, S., Wakeford, S., Richards, S., Taylor, J., & Moseley, R. (2024). Practice‐focused reflections on adaptive behaviour assessment in autism specialist education. British Journal of Special Education, 51(3), 284-295. https://doi.org/10.1111/1467-8578.12521

Date de publication: 12/06/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Alicia H. Eysenck
  2. Samantha Sewell
  3. SallyAnn Wakeford
  1. Sophie Richards
  2. Joanna Taylor
  3. Rachel Moseley *

Résumé

Résumé Le comportement adaptatif est crucial pour le bien-être et l’autonomie. Le Système d’évaluation du comportement adaptatif (ABAS-3) est souvent utilisé pour planifier un soutien individualisé dans des contextes éducatifs spécialisés, en s’appuyant à la fois sur des informateurs enseignants et parents. Dans la pratique, toutefois, on sait peu de choses sur l’ampleur des variations entre les informateurs. Nous avons examiné les divergences entre informateurs dans un ensemble de données naturellement constitué de 28 évaluations ABAS-3 (21 garçons, sept filles), réalisées par des enseignants et par des parents après l’admission dans une école spécialisée pour l’autisme. Nous avons constaté que, dans la pratique réelle, les enseignants évaluaient les capacités de fonctionnement adaptatif de leurs élèves de manière significativement plus élevée que les parents dans tous les domaines de l’ABAS-3, une divergence significativement plus importante que dans les études de validation de cet instrument et, fait intéressant, non uniforme selon les domaines. L’ampleur de cette divergence était la plus importante dans le domaine Conceptuel, où les différences entre informateurs étaient plus grandes chez les enfants plus âgés. Le domaine de compétences le plus touché était « autodirection », qui comprend des aspects des fonctions exécutives. Les recommandations existantes concernant l’évaluation du fonctionnement adaptatif dans l’éducation spécialisée sont extrêmement limitées ; tout en prenant en compte les sources potentielles de divergence entre informateurs, nos résultats corroborent la nécessité de recommandations supplémentaires sur l’utilisation et le champ d’application d’outils tels que l’ABAS-3 dans les contextes éducatifs. Bien que de telles divergences puissent brouiller les données au niveau de la population, sur le plan individuel, ces compétences peuvent indiquer un besoin accru de soutenir la généralisation entre les contextes et peuvent indiquer les domaines de compétences particuliers les plus susceptibles de bénéficier d’une intervention.

Abstract Adaptive behaviour is crucial for well‐being and independence. The Adaptive Behaviour Assessment System (ABAS‐3) is often used to plan individualised support in specialist educational settings, drawing on both teacher and parent informants. In practice, however, little is known about the extent of variation between informants. We examined informant discrepancies in a naturally occurring dataset of 28 ABAS‐3 assessments (21 male, seven female), performed by teachers and by parents post‐admission at an autism specialist school. We found that in real‐life practice, teachers rated the adaptive functioning capabilities of their students significantly more highly than parents across all ABAS‐3 domains, a discrepancy significantly greater than validation studies with this instrument, and interestingly, non‐uniform across domains. The magnitude of this discrepancy was largest in the Conceptual domain, where differences between informants were greater in older children. The skill area most affected was ‘self‐direction’, which includes aspects of executive function. Existing guidance for adaptive functioning assessment in specialist education is extremely limited; while considering potential sources of informant discrepancy, our findings corroborate the need for further guidance on the use and scope of tools like the ABAS‐3 in educational settings. While such discrepancies may confound population‐level data, individually, these skills may be indicative of greater need to support generalisation across contexts, and may indicate the particular skill areas that are most amenable to intervention.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
83
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
1 / 83 (1,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
1 / 315 (0,3 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 1 / 63 (1,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 281 (0,4 %).
Occurrences citées rattachées à la base AutiHub
63 / 315 (20,0 %)
Auteurices cité·es distinct·es rattaché·es : 46 / 281 (16,4 %)
Occurrences rattachées, non identifiées comme autistes
62 / 63 (98,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 62 / 315 (19,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 45 / 46 (97,8 %).
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