Preschool predictors of school-age academic achievement in autism spectrum disorder
| Autor: | Eva Troyb, Lauren Herlihy, Jeffrey D. Burke, Kelley Knoch, Deborah Fein, Lauren E. Miller |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Male
Weakness Autism Spectrum Disorder media_common.quotation_subject education Academic achievement Neuropsychological Tests behavioral disciplines and activities Article Developmental psychology 03 medical and health sciences 0302 clinical medicine Arts and Humanities (miscellaneous) Social skills Predictive Value of Tests Reading (process) Intervention (counseling) mental disorders Adaptation Psychological Developmental and Educational Psychology medicine Humans 0501 psychology and cognitive sciences Child Social Behavior media_common Intelligence Tests School age child Verbal Behavior 05 social sciences Wechsler Scales medicine.disease Psychiatry and Mental health Clinical Psychology Neuropsychology and Physiological Psychology Cross-Sectional Studies Reading comprehension Reading Autism spectrum disorder Child Preschool Educational Status Female medicine.symptom Psychology Comprehension 030217 neurology & neurosurgery Mathematics Psychomotor Performance 050104 developmental & child psychology |
| Zdroj: | The Clinical neuropsychologist. 31(2) |
| ISSN: | 1744-4144 |
| Popis: | Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD.Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables.Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills.Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population. |
| Databáze: | OpenAIRE |
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