A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

Autor: Joseph E. Gonzales, Lindsay Lerro, Ryan P. Grimm, Peter Clive Mundy, Nancy S. McIntyre, Emily J. Solari
Rok vydání: 2017
Předmět:
Male
Adolescent
Intellectual and Developmental Disabilities (IDD)
Autism
media_common.quotation_subject
Developmental & Child Psychology
Severity of Illness Index
Education
Developmental psychology
Autism Diagnostic Observation Schedule
Clinical Research
Reading (process)
Behavioral and Social Science
mental disorders
Developmental and Educational Psychology
medicine
Humans
0501 psychology and cognitive sciences
Statistical analysis
Autistic Disorder
Students
Child
Intellectual and Developmental Disabilities
Language
media_common
Higher functioning autism
Pediatric
Word reading
Language Tests
Psychology and Cognitive Sciences
05 social sciences
Wechsler Scales
Symptom severity
050301 education
medicine.disease
Brain Disorders
High-functioning autism
Comprehension
Reading profiles
Mental Health
Reading
Female
Psychology
0503 education
050104 developmental & child psychology
Zdroj: McIntyre, NS; Solari, EJ; Grimm, RP; E. Lerro, L; E. Gonzales, J; & Mundy, PC. (2017). A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders, 47(4), 1086-1101. doi: 10.1007/s10803-017-3029-0. UC Davis: Retrieved from: http://www.escholarship.org/uc/item/2482w121
Journal of autism and developmental disorders, vol 47, iss 4
ISSN: 1573-3432
0162-3257
DOI: 10.1007/s10803-017-3029-0
Popis: © 2017, Springer Science+Business Media New York. The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.
Databáze: OpenAIRE
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