Doctor of Education, University of Toledo, 2008, Educational Administration and Supervision

Autism is a lifetime neurobiological disorder that is not curable. Children are being diagnosed with this affliction at an alarming rate, which is greatly affecting and overwhelming both families and school districts. The National Research Council recommends 25 hours a week, year around of one-on-one or small group early intervention as the key to overcoming many of autism's limitations. This research compared what rural, suburban, and urban school districts in the Midwest states of Michigan and Ohio do to meet these recommendations. Additionally, parental input was obtained regarding their children with autism spectrum disorder (ASD) and what services are received from both the school district and private sector. The main findings of the research indicate that school districts are not following the recommendations set forth by the National Research Council's 2001 study, Educating Children with Autism. Intervention programs are severly lacking in the states of Michigan and Ohio as school districts are either not knowledgeable about what constitutes best practice regarding children with ASD, or do not have the resources necessary to implement these best practices. Intervention based on ABA principles is shown to help change the core symptoms of autism, and it should be a sound and logical addition to a school district's early intervention program. According to results obtained from this research study, a full 50% of the 74 school districts that responded indicated they used an intervention program that was not Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), TEAACH (Treatment and Education of Autistic and Related Communication Handicapped Children) or Floor Time. Additionally, of the 35 parents that responded to the research survey, 62.9% indicated that their child's school did not use ABA, DTT, TEACCH or Floor Time as the program used for intervention. Furthermore, 57.1% (20) of the 35 parents that responded indicated that their child received ABA o (open full item for complete abstract)

Bachelor of Arts, Wittenberg University, 2020, Health, Fitness and Sport

Autism Spectrum Disorder (ASD) effects 1 in 54 Children in the United States alone. Without a specified test to identify ASD in children, it can be difficult to diagnose, leaving the individual without important early intervention and therapies. Diagnoses requires developmental screening and a comprehensive diagnostic evaluation in order to identify common symptoms and plan for proper intervention strategies. There is no known cure to ASD and while intervention can greatly benefit individuals with the disorder, even with necessary aid, symptoms can extend into adulthood. Through this compilation of research, varying intervention techniques, such as early intervention, behavior and communication intervention, and occupation, physical, and speech therapies are explored. Within each category, the identification of certain beneficial programs, including the ABA and Early Start Denver Model, and their effectiveness are discussed.

Honors Theses, Ohio Dominican University, 2017, Honors Theses

Indoor and recreational rock climbing has become an increasingly popular sport among children and adults. Additionally, recent research has demonstrated that active therapy, such as swimming and hippotherapy, is beneficial for children with autism. PURPOSE: To determine the effects of six weeks of rock-climbing on functional strength, spatial reasoning, and executive function for children with autism. METHODS: Seven subjects (8-14 years old, all male) completed six weeks of rock climbing at a pre-established gym. Examinations of Cognitive Trail Making Tests (CTMT) and hand grip strength were completed for all participants prior to the start of classes and after six weeks of training. For hand grip strength, three trials were completed on each hand using a standard hand grip dynamometer. The two highest results were taken and added to represent total grip strength. The CTMT was performed via directions given through the standard protocol. RESULTS: The data did not reveal any significant differences; however, there were positive trends among all variables. CONCLUSION: The research was limited by the number of subjects and variability between subjects. Even so, the positive trends suggest that more research may show significant benefits from rock-climbing. Past research evaluating adventure education, psychological benefits of rock climbing, and neurological and physiological adaptations to exercise still support the possibility of rock climbing as a viable therapy option. With continued research in rock climbing, we hope to be able to implement a different, potentially more beneficial, therapeutic modality that addresses cognitive and physical impairments commonly observed in children with autism.

Master of Arts, The Ohio State University, 2016, Speech Language Pathology

Word learning requires the ability to integrate auditory information (e.g., an object's name—the label) and visual information (e.g., an object itself—the referent). Previous research has shown that children with typical development preferentially weight auditory information when auditory-visual stimuli is placed into conflict and that this weighting is advantageous for word learning. Children with autism spectrum disorders (ASD) are described as visual learners; however, no comparable test has been administered to children with ASD. The purpose of this study is to determine whether children with ASD follow the same pattern of information processing as children who are typically developing. In the present study, four children with ASD and four typically-developing (TD) children matched to the children with ASD on the basis of receptive language abilities were tested on a computerized preferential looking task. During the computerized task, the children were presented with auditory-visual stimuli on a television screen and trained to look for an auditory-visual “prize” that appeared in specific locations corresponding with the stimulus presented. The children's eye gazes were recorded and coded frame-by-frame. Given the evidence of children with ASD's relative strength in visual processing, it was predicted that the children with ASD would differ from their receptive-vocabulary mates and give greater weight to the visual component of auditory-visual stimuli. Study findings did not support this prediction; the majority of participants with typical development weighted visual information, while participants with ASD demonstrated no stimulus preference as a group. These findings call into question the commonly held assumption that all children with ASD are “visual learners.” Additionally, the cognitive and linguistic profiles of the participants with ASD (determined via scores on standardized assessments of cognition and language) revealed that stronger cognitive (open full item for complete abstract)

Psy. D., Antioch University, 2016, Antioch New England: Clinical Psychology

This manuscript describes an exploratory study that assessed whether play with typically developing peers increased the use of symbolic play in children with Autism Spectrum Disorder (ASD). A version of a sandplay intervention previously investigated by Lu, Petersen, Lacroix, and Rousseau (2010), and modified to include peer-mediated play was used. The intervention explored the effects of sandplay with typically developing peers on engagement in symbolic play by children with ASD. A multiple-case intervention design was used with three children with ASD with varying degrees of severity in functioning. While use of symbolic play by two of the children did increase from baseline with the introduction of the peer-mediated sandplay intervention, these effects were inconsistent. Furthermore, only one of the children demonstrated a continued increase in symbolic play at the follow-up phase. While the results of the intervention are inconclusive, these results necessitate further investigation into this method of intervention for children with autism spectrum disorder, specifically in regard to ASD severity. Theoretical and treatment implications are offered, as well as directions for future research.

Doctor of Philosophy, University of Toledo, 2014, Curriculum and Instruction: Special Education

Elementary students with Autism Spectrum Disorder (ASD) often exhibit aggressive behavior, causing disruption of the classroom-learning environment. Disruptive students are at risk of being removed from the classroom and being excluded from valuable class time. Remediating and reducing aggression in students with ASD requires intervention strategies to address social, communication, and anger management skills. The study examined the effectiveness of the Aggression Replacement Training (ART) (Glick & Gibbs, 2011) in reducing verbal and physical aggression for nine students with ASD. ART teaches students to use effective communication and anger management techniques to prevent conflicts, maintain self-control, and manage stressful situations in an appropriate manner. ART is a 10-week program, and was implemented with three groups of students with ASD using a multiple baseline across groups study design. The study used visual inspection of data to determine if the ART program decreases levels of aggression in students with ASD. The purpose of the study was to decrease frequency of verbal and physical aggression and increase prosocial skills. Results of the study found ART to be an effective intervention for reducing verbal and physical aggression in elementary students with Autism. All participants also demonstrated acquisition and increased use of social skills.

Psy. D., Antioch University, 2012, Antioch Seattle: Clinical Psychology

Many journal articles about autism spectrum disorders have been published. The definition of “high-functioning autism” used in these papers may need to be reconsidered, as a segment of the population may be more skilled than has been historically thought. A percentage of people on the autism spectrum work in a high-paying professional capacity, in industries such as computer technology and health care. Their intellectual capacities allow them to successfully perform the portions of their jobs that require deep technical knowledge. However, they struggle with the cognitive and social issues associated with the autism spectrum, such as: concrete thinking; literal information processing; contextual misunderstanding; and social misunderstandings. This qualitative study examines the issues encountered by high-functioning people on the autism spectrum who are in the top quartile of American wage earners. It also recounts the reaction of the participants to a major employment lawsuit filed by a knowledge worker with Asperger's. In addition, the subjects describe what they believe are the strengths that they bring to the workplace that they do not perceive in people who are not on the autism spectrum. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Master of Arts, Miami University, 2023, Speech Pathology and Audiology

Joint attention provides children with important opportunities for language learning. To engage in JA children must be able to visually attend to their parents and an object. Children with autism tend to struggle with visual attention. Deaf parents of deaf children have been shown to be more adept at facilitating visual attention in their deaf children. Both autistic and deaf children have unique visual attention needs. To determine if Deaf parents are also more adept at facilitating visual attention in autistic children, we sought to identify the strategies used by Deaf parents of autistic children. We obtained videos of our participants playing with their children and identified 15 strategies which occurred in a single modality or bimodally. We found that most frequently deaf parents were using gaze shifts, linguistic utterances, touching their child's body, and object manipulation to gain and maintain their attention. Additionally, they use the same adaptations Deaf parents use in child directed sign, as well as the unique adaptation of shifting their eye gaze toward their own signs. Eventually, we hope to determine the efficacy of these strategies and if they carry over to hearing and heterogeneous dyads.

Psy. D., Antioch University, 2023, Antioch New England: Clinical Psychology

Autistic populations experience significant mental health challenges. A growing body of research supports addressing autistic mental health problems using the framework of minority stress theory, the social model of disability, and the neurodiversity paradigm (e.g., Botha & Frost, 2018; Cage et al., 2018). This quantitative study explored how identification with the neurodiversity paradigm versus the pathology paradigm related to mental well-being in autistic adults. Participants (N = 135) completed an online survey in which they rated their identification with autism descriptions representing both paradigms. Participants also completed measures of psychological distress, self-esteem, personal autism acceptance, and internalized autism stigma. Most participants (81%) preferred the neurodiversity paradigm, while 6% preferred the pathology paradigm. Identification with the neurodiversity paradigm was correlated with higher autism acceptance and lower internalized stigma. Stronger identification with the pathology paradigm was correlated with higher internalized stigma and lower self-esteem. The results of this study suggest that autistic adults' mental well-being might be improved by a multi-systemic shift to the neurodiversity paradigm. Clinical implications and future directions for research are discussed.

Specialist in Education, Miami University, 2023, School Psychology

Sibling-mediated interventions have been identified as an effective, family-focused intervention approach for improving social and adaptive skills in youth with autism spectrum disorder (ASD). Expanding upon the well-established peer-mediated intervention literature and more recent systematic review of sibling-mediated interventions for youth with autism, the present meta-analysis offers initial data on the overall effect of sibling-mediated interventions for youth with ASD. Given recent calls for study of family-focused interventions to better serve youth with ASD and their families, a synthesis of sibling-mediated interventions in relation to family systems theory was conducted. A meta-analysis of 24 single-subject research studies that implemented sibling-mediated interventions for youth with ASD yielded a moderate overall effect. No significant moderators emerged from analyses. Sibling-mediated interventions showed a moderate effect across intervention formats ("sibling as instructor", "sibling as model", "sibling as co-recipient"), target skills (social, academic/functional), and settings (home, school, clinical). Participant characteristics examined, including the gender and relative age of typical sibling participants, did not moderate effects. Implications of study findings for future research as well as practical implications in relation to family systems theory are explored. Limitations of the present study, including possible publication and/or selection bias, are discussed.

Doctor of Philosophy, The Ohio State University, 2022, Psychology

In recent decades, the field of autism has embraced family-centered care (FCC) as one tool for decreasing parental stress, with several studies demonstrating the positive impact of FCC on families (Dunst et al., 2007). However, parents of children with autism spectrum disorder (ASD) are less likely to report receiving FCC than parents of children with other health care needs (Brachlow et al., 2007; Gabovitch & Curtin, 2009). Applied Behavior Analysis (ABA) is a highly utilized category of treatment for ASD (Hyman et al., 2020), allowing providers of ABA the opportunity to have a particularly significant impact on families. No known studies have examined the state of FCC in ABA in the United States, and FCC is not a required component of training for Board Certified Behavior Analysts (BCBAs) (Behavior Analyst Certification Board, 2020). The aims of this study were: 1) Explore the current implementation of FCC in ABA and 2) Develop, implement, and evaluate a series of trainings for BCBAs focused on family-centered topics. In Phase One of this study, 16 parents of children aged 2-18 receiving ABA intervention for ASD and 10 BCBAs providing ABA intervention to children with ASD participated in focus groups. Transcripts were analyzed using grounded theory to identify the extent to which parents receive and BCBAs practice the four core components of FCC (respect and dignity, information sharing, participation, and collaboration). Several identified themes were common to both groups, with some themes unique to either the parent or BCBA groups. Overall, areas of strength and weakness related to the provision of FCC were shared by parents and BCBAs. Parents and BCBAs identified several barriers that prevent the provision of high-quality FCC, and BCBAs identified areas in which they would like to receive additional training. In Phase Two of this study, a series of 8 training sessions utilizing the Extension of Community Healthcare Outcomes (ECHO™) model were provided (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, Psychology

Joint attention, an important platform for learning, does not develop typically in young children with autism, and thus critical learning opportunities are lost. To address this, many treatment models for young children with autism focus on increasing social attention. Assessment of resulting improvement in this domain largely involves parent report and clinician-scored behavioral observation from video recordings. Respectively, these methodologies can be subjective, and labor intensive to score. Use of eye-tracking to assess treatment outcomes may have the potential to address these drawbacks. This study investigates one aspect of validity for using eye-tracking as a treatment outcome measure in children with and without autism by comparing its performance to other validated treatment measures. Thirteen children with ASD were compared against two matched groups of typically developing peers: chronological age matched and receptive language age matched. Children participated in an eye tracking task consisting of four 30 second long videos featuring actors using child directed speech while playing with toys and directing attention to distal points in the scene. Children also participated in a video recorded play interaction with their parents from which behavioral joint engagement was coded, and parents completed rating form measuring social cognition (PEDI-CAT). Moderate correlations were found between behaviorally coded joint engagement during a parent-child interaction and two of four measured eye tracking variables: number and total duration of fixations to socially salient stimuli. These correlations were strongest in children with ASD and less clear in typically developing peers (both age and receptive language matched). ASD symptom severity as measured by the Childhood Autism Rating Scale, 2nd edition correlated significantly with all eye tracking variables. Eye tracked social attention was not related to parent ratings of social cognition. Group compar (open full item for complete abstract)

Master of Science, The Ohio State University, 2022, Genetic Counseling

Background: Williams syndrome, a genetic, developmental disorder, is characterized by behavioral symptoms including hypersociability and strong language skills relative to the level of intellectual disability. Some individuals with Williams syndrome have a co-occurring autism diagnosis, but no large-scale study has been performed solely to determine its prevalence. More research into the unique profile of these individuals using standardized measures is also needed. This study determined the prevalence of autism in individuals with Williams syndrome at Nationwide Children's Hospital in Columbus, Ohio. The autistic features of individuals seen in the Williams syndrome clinic were then characterized using the Autism Spectrum Rating Scale. Methods: 180 charts with a confirmed Williams syndrome diagnosis by chromosomal microarray were collected, and those with an additional autism diagnosis were counted. The Autism Spectrum Rating Scale was administered via a personalized link to parents of children with Williams syndrome and autism, as well as those with only Williams syndrome. Results: The prevalence of autism was 10.5%. On the five scales of the Autism Spectrum Rating Scale that were analyzed (T-score, DSM-5, Social/Communication, Unusual Behaviors, and Social/Emotional Reciprocity), there was no statistically significant difference between the scores of the Williams syndrome and autism group (n=7) and the Williams syndrome only group (n=9). Conclusions: The autism prevalence of 10.5% was in line with previous research that looked broadly at large groups of children with Williams syndrome, without selecting for particular features. The Social/Communication and Social/Emotional Reciprocity scales were the closest to statistical significance, and would be an interesting direction for future resource. The lack of significance may be due to the small sample size of the study, but large sample sizes in a rare genetic disease are difficult (open full item for complete abstract)

Master of Arts, Miami University, 2021, Speech Pathology and Audiology

To better understand the language development of children with Autism Spectrum Disorder (ASD) who use American Sign Language (ASL), this study seeks to 1) determine the cognitive and linguistic profile of native signing children with ASD who produce palm reversal (PR) errors, and 2) compare the cognitive and linguistic profile of children who produce PR errors to that of children who produce pronoun reversal errors. Seventeen children with ASD (ages 5-14) and a control group of 24 Deaf children who are typically-developing (ages 6-13) participated in an assessment battery to gather information regarding nonverbal intelligence, linguistic abilities, and social skills. The participants then participated in a fingerspelling task, which was analyzed for accuracy of palm orientation. Five of the 17 participants with ASD consistently produced PR errors on fingerspelled letters; however, this high frequency of PR errors did not extend to lexical or numeric signs and was not reflected in the more naturalistic communication of the participants. The participants with ASD who produced PR errors had statistically significantly lower receptive language abilities compared to the participants with ASD who did not produce palm reversal errors. More research is needed to determine if PR errors are analogous to pronoun reversal errors.

PhD, University of Cincinnati, 2020, Education, Criminal Justice, and Human Services: Educational Studies

Interest in using virtual reality technologies as a means to provide therapeutic and educational platforms for individuals with ASD has been growing for decades. The contents of this article-based dissertation are related to the design, development, implementation, and evaluation of a virtual reality intervention called Virtuoso. Virtuoso is a suite of virtual reality technologies designed to promote the acquisition of adaptive skills related to catching public transportation for individuals with autism in an adult day program. This article-based dissertation addresses both pragmatic research to practice gaps, and the advancement of theory that underpins design considerations of the intervention. The first article presents a design and development case study that describes how interdisciplinary processes were utilized to create a multi-user virtual environment for adults with autism. While research points to the difficulty of developing virtual environments, few studies have articulated the process in detail which leaves a gap in the literature. The second article presents findings from a user-centric evaluation of the first prototype of Virtuoso. Evaluation focused on the users' perceptions of acceptance, feasibility, ease-of-use, user experience, and relevance of the system. The third article examines the character of cybersickness symptoms that participants experienced while undergoing three virtual reality research sessions that evolved in visual fidelity and task complexity. The nature of learner experiences while using commercial head-mounted displays including the Oculus Rift and Google Cardboard are also reported.The fourth article presents findings from a systematic review of the literature that was conducted in the spring of 2020. This review of the literature examines how virtual reality interventions for individuals with autism have been designed from the early work in the field to the present day. Six scholarly databases were queried to synthesize rele (open full item for complete abstract)

Master of Arts, The Ohio State University, 2018, Psychology

The DSM-5 diagnostic criteria for Autism Spectrum Disorder (ASD) placed a new emphasis on the clinical presence of restricted and repetitive behaviors (RRB). There is little research exploring the relationship between RRB and other patient characteristics in large well-characterized samples. This study used a comprehensive measure of RRB to determine how RRB relate to key demographic and clinical features such as gender, age, IQ, adaptive behavior, and problem behaviors. In addition, it examined the relationship between different RRB measures, and how these RRB measures relate to the severity of social communication (SC) symptoms. Data from the Simons Simplex Collection (SSC) were used to address these research aims. Correlations, ANCOVA, and logistical regressions were conducted using a sample of 2,759 children with ASD. Analyses revealed varying relationships between RRB and gender, IQ, and problem behaviors. Males were more likely to obtain higher scores on subscales measuring stereotypy and restricted interests. Across full-scale, nonverbal, and verbal IQ, individuals with lower IQ scores were more likely to be reported to have higher rates of all RRBS with the exception of ritualistic/sameness behaviors. Most problem behavior subscales were significantly related to all RRB measures except for the ADOS RRB scores. Results from the regression analyses suggest that overall RRB symptom measures differ in their ability to predict SC criteria. Implications for the current literature, understanding and diagnosis of ASD are discussed and directions for future research suggested.

Master of Arts, The Ohio State University, 2018, Speech and Hearing Science

Context: Guidelines for best practice for speech and language interventions for minimally verbal preschoolers diagnosed with ASD have not been well established. Objective: To systematically review and analyze the current evidence on AAC and preschoolers with ASD through a hypothetical case study and a systematic review. Data Sources: A systematic review of English language articles using EBSCOhost databases from (2000-2018). Databases included Academic Search Complete, Academic Search Premier, CINAHL Plus with Full Text, ERIC, Health Source: Consumer Edition, Health Source Nursing/Academic Edition, MEDLINE with Full Text, and PsychINFO and were limited to peer-reviewed scholarly publications. Additional studies were identified by hand searching the bibliographies of literature reviews and studies found from the search. Search terms included alternative and augmentative communication or AAC, early intervention” and “autism spectrum disorders or autism or ASD”. Study Selection: Selection included only experimental designs and systematic reviews of moderate to high quality as designated by SCED, PEDRO or PRISMA ratings. Meta-analysis included only single case experimental designs that equivalently compared more than one mode of communication. Data Extraction: The author extracted raw data by modality from the results of the 10 comparison studies and used the TAU-U measure of effect size to meta-analyze the data and identify the most effective modalities. Data Synthesis: Data from the comparison studies indicated high moderate size for the picture exchange communication system Tau = 0.78 [90% CI:0.51, 1.0], high moderate for other picture-based communication modes Tau = 0.77 [90% CI: 0.58, 0.95], moderate for speech generating devices Tau= 0.72 [90% CI: 0.57, 0.84], and very low for manual sign Tau = 0.40 [90% CI: 0.24, 0.65] Conclusions: The evidence reviewed here indicates the best chances of finding a system of functional communication for preschoolers with ASD is to (open full item for complete abstract)

Bachelor of Science, Walsh University, 2018, Honors

The purpose of the current research was to explore the effects of Therapeutic Horseback Riding (THR) on children with Autism Spectrum Disorder (ASD). Two case studies were completed on two boys who have been diagnosed with autism, age 13 and 16, who were recruited for their participation in the study by instructors at a therapeutic riding equestrian facility. Each participant has been enrolled in the THR program since 2010, and the records that had been kept documenting their progress in the program were obtained and analyzed by the researcher, in addition to session observations, and parent interviews. Results showed documented progress in psychosocial, communication, sensory, cognitive, and neuromusculoskeletal skills through documented evaluations completed annually by the instructors at the riding facility. Additionally, parent interviews revealed thorough enjoyment from the program, increased social engagement and interaction, core strength, posture, balance, awareness of surroundings, coordination, motor planning, postural control, and relaxation techniques. This demonstrates the efficacy of the use of Therapeutic Horseback Riding as a treatment Intervention for children with Autism Spectrum Disorder.

Master of Arts, The Ohio State University, 2017, Psychology

Naturalistic Developmental Behavioral Intervention (NDBI) is an intervention model for young children with autism based on behavioral and developmental principles, naturally occurring contexts and contingencies, and shared control between the interventionist and student. Recent studies have found empirical support for NDBI in controlled research trials. Further, several studies have replicated findings in community preschool settings with some degree of success. However, reported roadblocks to community implementation include teachers' lack of time to add new components to their preschool day, insufficient staffing numbers to work in one-on-one settings with children, and difficulty understanding and applying the less structured techniques that characterize NDBI (as opposed to more manualized behavioral practices). The present study used a multiple baseline design to pilot a low intensity, exportable NDBI intervention aimed at maximizing fit with existing preschool structures. Agnostic of any one NDBI model, this study was unique in that it extracted the largely convergent, active ingredients from the literature as a whole, mapped on communication strategies to four pre-existing classroom routines, and used a low-intensity training model that prioritized feasibility. Visual inspection and points exceeding the median analyses generally supported improvements in fidelity of implementation, rate of communication, and classroom engagement for participating staff/child dyads, although results were variable across dyads. Acceptability and feasibility feedback from preschool staff was positive, and supported this curriculum and training model as viable in community settings

Doctor of Philosophy, The Ohio State University, 2016, Psychology

In the assessment of psychological functioning in youth, it is considered a gold standard to elicit information from multiple informants. However, agreement between informants is not perfect, typically falling in the moderate range. These discrepancies between informants reflect, in part, contextual variations in children's behavior. However, for typically developing (TD) youth, several variables predict these discrepancies, including child and parent demographic characteristics. Despite being widely studied in TD youth, few consistent predictors have been identified, which may be related to differences in methodology across studies. Additionally, limited information is currently available regarding predictors of informant agreement in youth with autism spectrum disorder (ASD). This study utilized data from the Simons Simplex Collection (SSC), which provided a large and well-characterized sample of youth with ASD and their TD siblings. Parent-teacher agreement was investigated on the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Responsiveness Scale (SRS). Agreement consistently fell in the moderate range for both scales. While parent-teacher agreement was higher for externalizing problems than internalizing problems for TD siblings, agreement was fairly consistent across these types of behavioral concerns for youth with ASD. Three types of parent-teacher discrepancy scores were investigated; the standardized difference score showed equivalent agreement with both parent and teacher original ratings, while the raw and residual difference scores showed differential agreement. A variety of clinical and demographic variables were considered as predictors of these discrepancy scores, and results varied across youth with ASD and their TD siblings. For children with ASD, child IQ, parent reported emotional and behavioral problems, and parent and teacher reported ASD symptoms predicted parent-teacher agreement on the ASEBA scales. On the SRS, ch (open full item for complete abstract)