Teacher Ratings Research Articles

Behavioral Inhibition and Social Competence Through the Eyes of Parent and Teacher Informants

The centrality of social competence to children’s well-being has sparked interest in documenting its correlates and precursors. Behavioral Inhibition (BI) is studied extensively as an early appearing, biologically based, temperamental disposition that places children at increased risk for maladaptive social functioning. Children with BI are characterized by the tendency to react to unfamiliarity or uncertainty with fear and to respond with avoidance or withdrawal, eventuating in missed opportunities to gain social competence (SC). Early interventions that aim to interrupt this negative cycle often rely on parents or teachers to observe BI, but they often disagree in their ratings, raising understudied but basic questions about how to translate the research findings into effective interventions. In this study, parents and teachers rated kindergarteners’ (N = 174) disposition toward fear and shyness, underpinnings of BI and SC. As expected, we found modest overlap in the classification of children into relatively High, Average, and Low BI groups based on parent and teacher ratings. Whereas about 40 percent were classified similarly, about 33 percent were discrepant in their classification by more than one category. Yet, the High BI group was at a social disadvantage (lower SC) compared to the Low BI group, even when the comparison groups only included children whose classification was discrepant. In line with the Realistic Accuracy Model of person perception, we describe a context/informant-specific conceptualization of the BI–SC connection with implications for intervention.

The utility of wearable electroencephalography combined with behavioral measures to establish a practical multi-domain model for facilitating the diagnosis of young children with attention-deficit/hyperactivity disorder

Abstract Background A multi-method, multi-informant approach is crucial for evaluating attention-deficit/hyperactivity disorders (ADHD) in preschool children due to the diagnostic complexities and challenges at this developmental stage. However, most artificial intelligence (AI) studies on the automated detection of ADHD have relied on using a single datatype. This study aims to develop a reliable multimodal AI-detection system to facilitate the diagnosis of ADHD in young children. Methods 78 young children were recruited, including 43 diagnosed with ADHD (mean age: 68.07 ± 6.19 months) and 35 with typical development (mean age: 67.40 ± 5.44 months). Machine learning and deep learning methods were adopted to develop three individual predictive models using electroencephalography (EEG) data recorded with a wearable wireless device, scores from the computerized attention assessment via Conners’ Kiddie Continuous Performance Test Second Edition (K-CPT-2), and ratings from ADHD-related symptom scales. Finally, these models were combined to form a single ensemble model. Results The ensemble model achieved an accuracy of 0.974. While individual modality provided the optimal classification with an accuracy rate of 0.909, 0.922, and 0.950 using the ADHD-related symptom rating scale, the K-CPT-2 score, and the EEG measure, respectively. Moreover, the findings suggest that teacher ratings, K-CPT-2 reaction time, and occipital high-frequency EEG band power values are significant features in identifying young children with ADHD. Conclusions This study addresses three common issues in ADHD-related AI research: the utility of wearable technologies, integrating databases from diverse ADHD diagnostic instruments, and appropriately interpreting the models. This established multimodal system is potentially reliable and practical for distinguishing ADHD from TD, thus further facilitating the clinical diagnosis of ADHD in preschool young children.

Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation

In the post-pandemic world, open educational resources (OER) have the potential to ensure educational equity by providing all students with access to learning materials and by supporting teachers’ instructional practices through readily available, adaptable resources. However, the quality of OER continues to be a concern. Therefore, this study explored the use of (1) GeoGebra and scaffolding strategies to develop OER for secondary school mathematics teaching and (2) formative evaluation techniques to enhance the quality of the OER. A GeoGebra expert and a total of 40 frontline teachers participated in three review cycles of the OER development in the project. The feedback from each cycle informed the application of scaffolding strategies in the development of OER for the subsequent cycles. In Cycles 2 and 3, teachers rated the OER and provided feedback through surveys for further improvement. The results indicated that teacher ratings were significantly higher in Cycle 3 (n = 40, Mdn = 5) than in the previous cycle (n = 21, Mdn = 4) regarding the appropriateness of the OER for students with different learning preferences, z = − 2.87, p < 0.05. The results of the project-end satisfaction survey further revealed that all of the teacher participants were satisfied with the OER, which also enhanced their teaching practices. The results of the study offer a theoretical foundation that OER developers can ground upon to enhance their OER design. They also provide practical insights into the application of formative evaluation in the OER development that OER developers can adopt to create resources that are finely attuned to the needs of frontline teachers.

Canva-Based Animation Comic Video Media in Informatics Learning

This study aims to develop Canva-based animated comic video learning media that are valid, practical, and effective for Informatics in Grade VIII at SMP N 14 Padang. The research adopts a Research and Development (R&amp;D) approach, applying the 4D model—Define, Design, Develop, and Disseminate. Primary data were collected from validators, teachers, and students, with descriptive and inferential analysis used to evaluate media validity, practicality, and effectiveness. Results show the media to be valid, scoring 0.963 for media and 0.975 for material aspects. The media is also highly practical, with teacher ratings at 97.04% and student ratings at 93.14%. Effectiveness is indicated by a Gain Score of 0.69 (medium category) and a significant improvement in student learning outcomes, as confirmed by t-test results (Sig. 2-tailed = 0.000; tcount &gt; ttable). The findings confirm that Canva-based animated comic videos significantly enhance student learning outcomes over conventional methods.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

Subtypes of childhood social withdrawal and adult relationship and parenting outcomes

The aims of the current 30 year prospective study were to determine: (1) whether socially withdrawn kindergarten children are less likely than others to enter serious romantic relationships or become parents by age 34, (2) whether socially withdrawn children parent differently than non-withdrawn individuals when they grow up, and (3) whether subtypes of withdrawal are associated with different adult outcomes. Following Harrist et al. (1997), 558 kindergarten children (81% White, 17% Black) were categorized into one of the five groups: four clusters of social withdrawal ( n = 95 unsociable, 23 passive-anxious, 18 active-isolate, and 25 sad/depressed) or non-withdrawal ( n = 397), using directly observed school behavior and teacher ratings. About 30 years later ( Mage = 34.45 years, SD = 0.62 years), participants self-reported on their romantic relationship and parent status and parenting warmth and harshness. Overall, the group of socially withdrawn children was no more or less likely than the non-withdrawn group to be in a current relationship or a parent, nor did they report any differences in parenting. However, the active-isolate subtype of social withdrawal, characterized by impulsivity and anger, was less likely than the non-withdrawn group to be in a current relationship ( B = −1.24, p &lt; 0.05). This study suggests socially withdrawn children in the United States fare similarly to non-withdrawn peers in adulthood in their romantic relationships and parenting, but a subgroup of active-isolate children may be at risk of not entering adult relationships.

Association between working memory performance and parent and teacher ratings of working memory in 11-year-old children born preterm

ABSTRACT Working memory (WM) difficulties are often observed in children born preterm. We examined whether performance-based measures of WM components are associated with parent- and teacher-rated WM difficulties in the everyday life of children born very preterm and/or at very low birth weight (VPT/VLBW) at 11 years (n = 165). The WM components as defined in the original Baddeley’s model – phonological loop (PL), visuospatial sketchpad (VS), and central executive (CE) – were assessed with tasks from the Working Memory Test Battery for Children (WMTB-C) and the Wechsler Intelligence Scale for Children – Fourth edition (WISC-IV). Parents and teachers completed the WM subscale of the Behavioral Rating Inventory for Executive Functions (BRIEF). Measures of WM components were modestly associated with BRIEF scores, explaining 18.9% of the variance in parent-rated and 14.0% of teacher-rated WM difficulties. CE was the component most consistently associated with parent- and teacher-rated everyday WM. To conclude, our results suggest that tasks that utilize CE functions may best reflect WM outside of controlled test settings in the follow-up of VPT/VLBW children. However, performance and rating-scale measures provide unique information and are both needed to comprehensively assess WM skills.

Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).

Korean Behavior Assessment System for Children 3rd Edition Teacher Rating Scales-Child Form: A Validation Study

Korean Behavior Assessment System for Children 3rd Edition Teacher Rating Scales-Child Form: A Validation Study

Teacher’s Attitude towards the Use of Digital Technologies for Capturing Students’ Data in Secondary Schools in Imo State, Nigeria

In Imo State, the researchers observed that teachers still use inventory book, admission register and continuous assessment record booklets to capture students’ data in secondary schools. This is surprising given the current wave of digitalization. Thus, the study examined teachers' attitude towards the use of digital technologies for students’ data capturing in secondary schools in Orlu education zone of Imo State, Nigeria. One research question guided the study and two hypotheses were tested. Descriptive survey design was adopted. The population of this study comprised 1209 teachers in the 105 public secondary schools in Orlu education zone of Imo State. 240 public secondary school teachers were used as the sample for the study using multi stage sampling procedure. The instrument for data collection was a validated self-administered questionnaire. Cronbach alpha formula was used to determine the internal consistency of the questionnaire and co-efficient of 0.83 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity or otherwise of the respondents while t-test was used for testing the null hypotheses at 0.05 level of significance. Findings revealed that teachers’ have a positive attitude towards the use of digital technologies for capturing students' data in secondary schools in Orlu education zone. There was no significant difference in the mean ratings of teachers on their positive attitude towards the use of digital technologies for capturing students’ data in secondary schools irrespective of their years of teaching experience and location. It was recommended among others that, management of secondary schools should be organizing ICT-related seminars for teachers to improve their ICT skills in order to increase their attitude towards the utilization of digital technologies for capturing students' data.

A - 140 The Association between Executive Functioning and Adaptive Outcomes in Pediatric Brain Tumor Survivors

Abstract Objective Pediatric brain tumor (PBT) survivors are at high risk for cognitive and adaptive challenges. We aimed to examine the relationship between executive functioning (EF) and adaptive functioning in PBT survivors to identify critical cognitive skills that are associated with functional impact to inform intervention and transition to adulthood. Method Retrospective neuropsychological data was collected for 95 clinically referred PBT survivors (8–24 years). A composite EF measure was created based on the average of selected EF subtest scores. The associations between EF skills, parent-report of child adaptive functioning, and full-scale IQ were analyzed using descriptive statistics, correlations, and multiple regression. Results Adaptive functioning was significantly related to parent (r = −0.701, p &amp;lt; 0.001) and teacher ratings (r = −0.372, p = 0.004) of EF, the testing composite measure of EF (r = 0.455, p = 0.033), as well as FSIQ (r = 0.386, p &amp;lt; 0.001), general cognitive ability (r = 0.328, p = 0.003), working memory (r = 0.279, p = 0.007), and processing speed (r = 0.425, p &amp;lt; 0.001). Parent reports of EF were not significantly related to the EF testing composite score, but both significantly predicted adaptive functioning (p &amp;lt; 0.001). Of parent-reported domains of EF, self-monitoring was most predictive of overall adaptive functioning (B = −0.415, p = 0.017). FSIQ and age did not impact the relationship between parent reports of EF and adaptive functioning. Conclusions Overall, EF on both parent reports and testing, especially self-monitoring, was predictive of adaptive functioning in PBT survivors, regardless of age and overall intellectual functioning. Future research should further examine the impact of individual and treatment factors.

РАЗРАБОТКА КРИТЕРИЕВ СИСТЕМЫ РЕЙТИНГА ПРЕПОДАВАТЕЛЯ ДЛЯ ВУЗОВ IT-НАПРАВЛЕНИЯ

The article is devoted to the development of a system of criteria for rating teachers for IT universities, which will improve the quality of education. The relevance of this study in connection with the rapid development of technological processes lies in the need to consider the contribution of teachers to the development using innovative technologies and improving the education system. The object of the study is universities that train future personnel in the field of information technology. At the beginning of the article, the authors analyze the existing criteria for assessing the rating of teachers based on the ranking provisions of 5 different universities and identify the problem that many teachers have academic knowledge, but do not devote enough time to developments using advanced technologies and their implementation in the educational process. In this connection, a new group of criteria is being introduced, which includes criteria for professional activity. It is expected that the implementation of the system of developed criteria will lead to an improvement in the quality of education, which will contribute to improving the quality of the university’s graduates in the field of information technology.

The Effect of Running Training on Improving Classroom Attention in Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that adversely affect children’s academic performance and behavior in classroom settings. Current ADHD management strategies, primarily pharmacological and behavioral, have limitations, prompting the exploration of alternative interventions. This study investigates the effects of a 12-week structured running training program on improving classroom attention in children with ADHD. Thirty children aged 7 to 12 years participated in a single-group intervention study, with attention, behavior, mood, and physical fitness assessed at baseline, post-intervention, and follow-up. Results showed significant improvements in classroom attention, as evidenced by reduced scores on the Conners’ Teacher Rating Scale-Revised (CTRS-R) and fewer errors on the Continuous Performance Test (CPT). Secondary outcomes indicated notable reductions in hyperactive-impulsive behaviors, anxiety, and depressive symptoms, as well as enhanced physical fitness. These findings suggest that structured running programs may be an effective non-pharmacological intervention for enhancing attention and behavior in children with ADHD. Further research should explore the long-term effects and underlying mechanisms of such interventions and investigate their integration into comprehensive ADHD management plans.

Reciprocal prospective effects among parental psychological distress, family cohesion, and child socioemotional behavior within families.

This study explores the dyadic longitudinal interplay among parents' psychological distress, family cohesion, children's internalizing/externalizing behaviors, and peer-related social competence within individual and dyadic relationships. Data came from a nationally representative longitudinal cohort study of children in South Korea. The analyses included 1,779 families across three annual timepoints. Children were 4 years old (48.6% girls) and the mean ages of mothers and fathers were 34.8 and 37.3 years, respectively, at baseline. At each assessment point, mothers completed questionnaires regarding their psychological distress, cohesion, and their child's internalizing/externalizing behaviors, while fathers provided information on their psychological distress and family cohesion. Preschool teachers also evaluated children's peer social competence at each measurement timepoint. The results revealed bidirectional associations between maternal ratings of psychological distress and children's internalizing/externalizing behaviors as well as between maternal ratings of cohesion and children's internalizing/externalizing behaviors. Paternal ratings of psychological distress were longitudinally related to maternal ratings of children's internalizing behaviors. Teacher ratings of children's peer social competence were associated with maternal ratings of internalizing/externalizing behaviors and paternal ratings of psychological distress and cohesion. Teacher ratings of peer social competence and maternal ratings of internalizing and externalizing behaviors were reciprocally associated. Maternal and paternal ratings of psychological distress and cohesion were prospectively and bidirectionally associated. The findings demonstrate prospective transactions among family subsystems, some of which were moderated by child sex, while highlighting the importance of obtaining data on each family member and considering interactive effects of both parent and child sex in this line of inquiry. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Linking persistence and executive functions with later academic achievement

Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age = 73.4 months) on EF and persistence tasks at T1 and obtained teacher ratings of their academic competence at T2 (mean age = 94.6 months). Regression analyses showed that both EF and persistence predicted math achievement, but only EF predicted reading achievement. To sum up, our findings suggest that persistence may be particularly relevant for math, reflecting the ability to endure and sustain. These are skills that are typically not captured by EF measures. Consequently, early interventions should target EF and persistence to support children’s mathematical potential.

Assessment of the use of game technologies by teachers of educational organizations in career guidance work

Introduction. A significant contribution to the modern educational process of educational organizations is made by game technologies used by teachers for various purposes and contexts. As part of the study, we set ourselves the task of identifying game technologies that, from the point of view of teachers of educational organizations, are most effective for career guidance. In addition, based on the results of the study, we will be able to judge, in general, the activity of educational organizations implementing such an instrument as social partnership in the field of education of children, adolescents and youth. The purpose of this article is to identify and scientifically substantiate the use of gaming technologies by teachers of educational organizations in career guidance work. Materials and methods. 264 people took part in the survey: teachers of educational institutions from 10 regions of the Russian Federation. In the course of the study, the authors applied a set of theoretical, practical and mathematical research methods, such as: a survey using semi-closed and closed questions, registration, rating assessment, data generalization, statistical data processing, mathematical data processing. The results of the study. The study showed that, from the point of view of teachers of educational organizations, business, role-playing, board and intellectual games are effective for career guidance and are in demand by them. More than 90% of respondents use gaming technologies in career guidance work with students, but about 8% of respondents never do it. Most of the survey participants note an average level of methodological competence in the field of using board games in career guidance work with students, more than 16% rate their level as low. Most of the survey participants note the average level of effectiveness of using board games in career guidance work with students, about 6% do not understand the importance of this pedagogical tool in career guidance work, however, more than 30% of teachers rate board games highly. The majority of respondents noted the insufficient or completely absent equipment of educational institutions with board career guidance games, as well as the need and demand for the use of a database of board career guidance games. Conclusion. Based on the results of the survey of teachers, the following recommendations were given: to ensure that educational organizations are equipped with sets of tabletop career guidance games; to expand and deepen teachers' ideas about the possibilities of using board games in career guidance work and increase their level of professional training in this area; to use board games more actively when organizing career guidance work in educational organizations; to create an up-to-date, constantly updated database these board career guidance games and provide access to it to all teachers of educational organizations.

A semi-structured interview for the dimensional assessment of internalizing and externalizing symptoms in children and adolescents: Interview Version of the Symptoms and Functioning Severity Scale (SFSS-I)

BackgroundThis study evaluates the psychometric properties of the newly developed semi-structured interview, Interview Version of the Symptoms and Functioning Severity Scale (SFSS-I), which is designed to provide a dimensional assessment of internalizing and externalizing symptoms.MethodsMulti-informant baseline data from the OPTIE study was used, involving 358 children and adolescents aged 6 to 17 years (M = 11.54, SD = 3.4, n = 140 [39.1%] were female). Participants were screened for internalizing and externalizing symptoms. For validity analyses, caregiver (Child Behavior Checklist), youth (Youth Self Report), and teacher ratings (Teacher Report Form) were used. We performed Receiver Operating Characteristic (ROC) analyses to evaluate the effectiveness of the SFSS-I subscales in distinguishing between children and adolescents diagnosed with internalizing and externalizing disorders, as determined by clinical judgement in routine care.ResultsConfirmatory factor analyses supported a correlated two-factor model for internalizing and externalizing symptoms. Acceptable to good internal consistencies (α = 0.76 to 0.89; ω = 0.76 to 0.90) and excellent interrater reliability on the scale level (ICC ≥ 0.91) was found. The ROC analyses showed an acceptable accuracy in identifying internalizing diagnoses (AUC = 0.76) and excellent accuracy for externalizing diagnoses (AUC = 0.84).ConclusionThe SFSS-I demonstrates potential as a clinically-rated instrument for screening and routine outcome monitoring, offering utility in both clinical practice and research settings for the dimensional assessment of broad psychopathological dimensions.Trial registrationGerman Clinical Trials Register (DRKS) DRKS00016737 (https://www.drks.de/DRKS00016737). Registered 17 September, 2019.

Exploring and Improving the Potential Factors of Preschool Teacher Resignation Using the Stratified Bayesian Best-Worst Method

The high turnover rate of preschool teachers in the educational sector threatens the ability to retain competent teaching staff and affects the quality of teaching and the development of early education in many countries. These ramifications are especially poignant given their alignment with the United Nations’ sustainable development goals (SDGs) - notably “quality education,” “good health and well-being,” and “decent work and economic growth.” Reducing the turnover rate of educators, especially at the preschool level, has become an urgent issue for the education community. Therefore, this paper develops a multiple criteria decision-making (MCDM) model based on expert knowledge to construct an evaluation model of the main factors for the resignation of preschool teachers. These factors comprise three main dimensions: personal factors, internal organizational culture, and external environment. First, potential resignation factors were identified through a literature survey and interviews with several experts. Then, a stratified Bayesian best-worst method (SB-BWM) was used to evaluate the importance of these potential factors. The method generated the optimal group weights of the resignation factors and ranked them. The results of this study reveal that the top five resignation factors are high work stress, work-induced emotional exhaustion/job burnout, poor work atmosphere, high workload, and low collaborative relationships with partners. The results can help preschool education operators and education ministries responsible for decision-making to understand the factors leading to the resignation of preschool teachers so that they can develop strategies to improve retention. Management implications are given to improve operational performance and effectively reduce the teacher turnover rate to promote stability in the learning environment so important to early childhood development, which will lead to quality preschool education development.

Toward More Equitable Care: A Closer Look at Autism Clinic Intake Practices and Paperwork.

To describe intake requirements among autism clinics and to assess how well intake paperwork aligns with national standards for enhancing language and literacy accessibility. This was a survey of 126 autism clinics in the Children's Hospital Association, assessing intake processes and intake paperwork readability conducted between November 2021 and August 2022. Descriptive analyses characterized intake requirements and paperwork components. Free-text responses about intake support strategies were categorized into themes. Logistic regression models examined associations between clinic patient demographics and odds of requiring intake paperwork. Intake packet length, content, and reading grade level were examined. Of the invited clinics, 73% completed the survey. Among the participating clinics, 55% required intake paperwork before scheduling appointments, 34% offered English forms only, and 89% had no plain language forms. Clinic patient demographics were not associated with intake paperwork requirements. Analyzed intake packets (n = 67) averaged 11 pages long, and most were written above the fifth-grade reading level. Most packets solicited medical, developmental, and educational/therapy history. Many also requested psychoeducational evaluations and teacher rating forms. Reported intake support strategies for families with language or literacy needs included making ad hoc exceptions to the usual process, task shifting to outside organizations, providing support at family's request, and delegating to support staff. Many autism clinics nationwide require intake paperwork before diagnostic evaluation. Many clinics offer intake paperwork in English only, and paperwork often does not meet health literacy standards. Reducing paperwork requirements and providing more routine and robust intake support may facilitate equitable access to autism diagnostic evaluations.