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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 Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder / Alissa F. DOOBAY in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
[article]
Titre : Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alissa F. DOOBAY, Auteur ; Megan FOLEY-NICPON, Auteur ; Saba R. ALI, Auteur ; Susan G. ASSOULINE, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Autism Gifted Intelligence Adaptive functioning Psychosocial Index. décimale : PER Périodiques Résumé : Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern. En ligne : http://dx.doi.org/10.1007/s10803-014-2082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2026-2040[article] Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Alissa F. DOOBAY, Auteur ; Megan FOLEY-NICPON, Auteur ; Saba R. ALI, Auteur ; Susan G. ASSOULINE, Auteur . - p.2026-2040.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2026-2040
Mots-clés : Autism Gifted Intelligence Adaptive functioning Psychosocial Index. décimale : PER Périodiques Résumé : Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern. En ligne : http://dx.doi.org/10.1007/s10803-014-2082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236