Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 92 (April 2022) . - 101933 Titre : Patterns of math and reading achievement in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : 101933 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Academic achievement  Hierarchical cluster analysis  Math achievement  Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Patterns of math and reading achievement in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur . - 101933. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933 Mots-clés : Autism spectrum disorder  Academic achievement  Hierarchical cluster analysis  Math achievement  Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

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