Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? / Rosaria FURLANO in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113 Titre : Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur Article en page(s) : p.3101-3113 Langues : Anglais (eng) Mots-clés : Academic competency  Autism spectrum disorders  Feedback  Metacognition  Self-concept  Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Do Children with Autism Spectrum Disorder Understand Their Academic Competencies? [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur . - p.3101-3113. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3101-3113 Mots-clés : Academic competency  Autism spectrum disorders  Feedback  Metacognition  Self-concept  Self-perception Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias. En ligne : http://dx.doi.org/10.1007/s10803-019-03988-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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