[article] 
inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138

Titre :	Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur
Article en page(s) :	p.2132-2138
Langues :	Anglais (eng)
Mots-clés :	Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report
Index. décimale :	PER Périodiques
Résumé :	The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04680-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

[article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur . - p.2132-2138.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138

Mots-clés :	Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report
Index. décimale :	PER Périodiques
Résumé :	The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04680-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452