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. Attached Files Name Description MIMEType Size Downloads Title The role of attention in the academic attainment of children with autism spectrum disorder Author(s) May, Tamara orcid.org/0000-0001-8705-4180 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 Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 04 Oct 2013, 14:46:12 EST Sun, 06 Oct 2013, 15:24:02 EST Thu, 10 Oct 2013, 11:12:08 EST Thu, 10 Oct 2013, 11:15:59 EST Thu, 10 Oct 2013, 11:17:30 EST Tue, 15 Oct 2013, 11:25:17 EST Thu, 17 Oct 2013, 13:33:17 EST Wed, 07 May 2014, 14:14:01 EST Fri, 09 May 2014, 14:39:26 EST Fri, 13 Jun 2014, 18:28:12 EST Thu, 11 Dec 2014, 19:06:15 EST Tue, 03 Feb 2015, 13:36:43 EST Wed, 18 Nov 2015, 07:36:56 EST Filtered Full Citation counts:   Cited 14 times in TR Web of Science Cited 13 times in Scopus Search Google Scholar Access Statistics: 226 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Fri, 04 Oct 2013, 14:46:00 EST by Barb Lavelle

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