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
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.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.