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Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study / T. MAY in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur Année de publication : 2015 Article en page(s) : p.193-201 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Literacy Numeracy Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201[article] Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study [Texte imprimé et/ou numérique] / T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur . - 2015 . - p.193-201.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201
Mots-clés : Autism Spectrum Disorder Literacy Numeracy Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Parental Risk Literacy is Related to Quality of Life in Spanish Families of Children with Autism Spectrum Disorder / D. GARRIDO in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Parental Risk Literacy is Related to Quality of Life in Spanish Families of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. GARRIDO, Auteur ; D. PETROVA, Auteur ; E. COKELY, Auteur ; Gloria CARBALLO, Auteur ; R. GARCIA-RETAMERO, Auteur Article en page(s) : p.2475-2484 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder/psychology Case-Control Studies Family/psychology Female Health Literacy Humans Male Middle Aged Parenting/psychology Parents Quality of Life Social Support Autism spectrum disorder Numeracy Quality of life Risk literacy Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often experience much more negative perceptions of their family quality of life (FQoL). To investigate key factors that may shape these experiences, we conducted a case-control study of sixty-one Spanish families (29 with a child with ASD) using a broad psychosocial assessment (e.g., ASD severity, social support, demographics), including the first direct test of the relationship between FQoL and parental risk literacy (i.e., the ability to evaluate and understand risk, as measured by numeracy). Results revealed that numeracy was associated with differences in perceived FQoL among families of children with ASD (R(2)?=?.10), a finding that held across several models statistically controlling for the influence of other variables. Findings suggest that parental risk literacy skills may generally be associated with differences in decision making vulnerabilities (e.g., risk evaluation and interpretation) that influence family outcomes including FQoL. En ligne : http://dx.doi.org/10.1007/s10803-020-04733-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2475-2484[article] Parental Risk Literacy is Related to Quality of Life in Spanish Families of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / D. GARRIDO, Auteur ; D. PETROVA, Auteur ; E. COKELY, Auteur ; Gloria CARBALLO, Auteur ; R. GARCIA-RETAMERO, Auteur . - p.2475-2484.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2475-2484
Mots-clés : Adult Autism Spectrum Disorder/psychology Case-Control Studies Family/psychology Female Health Literacy Humans Male Middle Aged Parenting/psychology Parents Quality of Life Social Support Autism spectrum disorder Numeracy Quality of life Risk literacy Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) often experience much more negative perceptions of their family quality of life (FQoL). To investigate key factors that may shape these experiences, we conducted a case-control study of sixty-one Spanish families (29 with a child with ASD) using a broad psychosocial assessment (e.g., ASD severity, social support, demographics), including the first direct test of the relationship between FQoL and parental risk literacy (i.e., the ability to evaluate and understand risk, as measured by numeracy). Results revealed that numeracy was associated with differences in perceived FQoL among families of children with ASD (R(2)?=?.10), a finding that held across several models statistically controlling for the influence of other variables. Findings suggest that parental risk literacy skills may generally be associated with differences in decision making vulnerabilities (e.g., risk evaluation and interpretation) that influence family outcomes including FQoL. En ligne : http://dx.doi.org/10.1007/s10803-020-04733-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452