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Cognitive indicators of different levels of special educational support needs in autism / Mariam ALJUNIED in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Cognitive indicators of different levels of special educational support needs in autism Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Année de publication : 2011 Article en page(s) : p.368-376 Langues : Anglais (eng) Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376[article] Cognitive indicators of different levels of special educational support needs in autism [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - 2011 . - p.368-376.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376
Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111