Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / J. B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur . - p.1825-1832. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

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