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

journal contribution
posted on 2013-09-01, 00:00 authored by Tamara May, Nicole Rinehart, J Wilding, K Cornish
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.

History

Journal

Journal of autism and developmental disorders

Volume

43

Issue

9

Pagination

2147 - 2158

Publisher

Springer Science & Business Media

Location

New York, New York

ISSN

0162-3257

eISSN

1573-3432

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2013, Springer