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Détail de l'auteur
Auteur Lori DOCKERY |
Documents disponibles écrits par cet auteur (1)
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Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder / Susan G. ASSOULINE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan G. ASSOULINE, Auteur ; Megan FOLEY NICPON, Auteur ; Lori DOCKERY, Auteur Année de publication : 2012 Article en page(s) : p.1781-1789 Langues : Anglais (eng) Mots-clés : Autism Cognitive ability Academic achievement Gifted Index. décimale : PER Périodiques Résumé : We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. En ligne : http://dx.doi.org/10.1007/s10803-011-1403-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1781-1789[article] Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Susan G. ASSOULINE, Auteur ; Megan FOLEY NICPON, Auteur ; Lori DOCKERY, Auteur . - 2012 . - p.1781-1789.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1781-1789
Mots-clés : Autism Cognitive ability Academic achievement Gifted Index. décimale : PER Périodiques Résumé : We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. En ligne : http://dx.doi.org/10.1007/s10803-011-1403-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180