Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile / Paula SUÁREZ-PINILLA ; Juncal GOÑI-CERVERA ; Marta SUÁREZ-PINILLA ; Beatriz PAYA in Journal of Autism and Developmental Disorders, 54-1 (January 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.353-365 Titre : Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile Type de document : Texte imprimé et/ou numérique Auteurs : Paula SUÁREZ-PINILLA, Auteur ; Juncal GOÑI-CERVERA, Auteur ; Marta SUÁREZ-PINILLA, Auteur ; Beatriz PAYA, Auteur Article en page(s) : p.353-365 Index. décimale : PER Périodiques Résumé : This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed. En ligne : https://doi.org/10.1007/s10803-022-05802-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile [Texte imprimé et/ou numérique] / Paula SUÁREZ-PINILLA, Auteur ; Juncal GOÑI-CERVERA, Auteur ; Marta SUÁREZ-PINILLA, Auteur ; Beatriz PAYA, Auteur . - p.353-365. in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.353-365 Index. décimale : PER Périodiques Résumé : This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed. En ligne : https://doi.org/10.1007/s10803-022-05802-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

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