You are not logged in.

Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: a one-year follow-up study

May, T., Rinehart, N.J., Wilding, J. and Cornish, K. 2015, Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: a one-year follow-up study, Research in autism spectrum disorders, vol. 9, pp. 193-201, doi: 10.1016/j.rasd.2014.10.010.

Attached Files
Name Description MIMEType Size Downloads

Title Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: a one-year follow-up study
Author(s) May, T.ORCID iD for May, T. orcid.org/0000-0001-8705-4180
Rinehart, N.J.ORCID iD for Rinehart, N.J. orcid.org/0000-0001-6109-3958
Wilding, J.
Cornish, K.
Journal name Research in autism spectrum disorders
Volume number 9
Start page 193
End page 201
Total pages 9
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2015-01
ISSN 1750-9467
1878-0237
Keyword(s) Attention switching
Autism Spectrum Disorder
Literacy
Numeracy
Summary Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7-12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed.
Language eng
DOI 10.1016/j.rasd.2014.10.010
Field of Research 179999 Psychology and Cognitive Sciences not elsewhere classified
Socio Economic Objective 920403 Disability and Functional Capacity
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069026

Document type: Journal Article
Collection: School of Psychology
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 177 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Wed, 14 Jan 2015, 15:16:53 EST

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.