[article]
Titre : |
The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur |
Article en page(s) : |
p.2147-2158 |
Langues : |
Anglais (eng) |
Mots-clés : |
Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention |
Index. décimale : |
PER Périodiques |
Résumé : |
Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. |
En ligne : |
http://dx.doi.org/10.1007/s10803-013-1766-2 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 |
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158
[article] The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur . - p.2147-2158. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158
Mots-clés : |
Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention |
Index. décimale : |
PER Périodiques |
Résumé : |
Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. |
En ligne : |
http://dx.doi.org/10.1007/s10803-013-1766-2 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 |
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