A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development / Jennifer C. BULLEN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Titre : A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.4463-4476 Langues : Anglais (eng) Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur . - p.4463-4476. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19 Mots-clés : Higher functioning autism  Reading comprehension  Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

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