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The role of attention in the academic attainment of children with autism spectrum disorder

May, Tamara, Rinehart, Nicole, Wilding, John and Cornish, Kim 2013, The role of attention in the academic attainment of children with autism spectrum disorder, Journal of autism and developmental disorders, vol. 43, no. 9, pp. 2147-2158, doi: 10.1007/s10803-013-1766-2.

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Title The role of attention in the academic attainment of children with autism spectrum disorder
Author(s) May, TamaraORCID iD for May, Tamara orcid.org/0000-0001-8705-4180
Rinehart, NicoleORCID iD for Rinehart, Nicole orcid.org/0000-0001-6109-3958
Wilding, John
Cornish, Kim
Journal name Journal of autism and developmental disorders
Volume number 43
Issue number 9
Start page 2147
End page 2158
Total pages 12
Publisher Springer Science & Business Media
Place of publication New York, New York
Publication date 2013-09
ISSN 0162-3257
1573-3432
Keyword(s) academic
autism spectrum disorder
reading
mathematics
attention switching
sustained attention
Summary Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD.
Language eng
DOI 10.1007/s10803-013-1766-2
Field of Research 170102 Developmental Psychology and Ageing
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2013, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30056555

Document type: Journal Article
Collection: School of Psychology
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Created: Fri, 04 Oct 2013, 14:46:00 EST by Barb Lavelle

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