[article] 
inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363

Titre :	Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur
Article en page(s) :	p.1353-1363
Langues :	Anglais (eng)
Mots-clés :	Autism  Executive functioning  Higher education  Young adults
Index. décimale :	PER Périodiques
Résumé :	Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04267-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

[article] Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students [Texte imprimé et/ou numérique] / Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur . - p.1353-1363.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363

Mots-clés :	Autism  Executive functioning  Higher education  Young adults
Index. décimale :	PER Périodiques
Résumé :	Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04267-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421