Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder

Autor/inn/en	Wei, Xin; Christiano, Elizabeth R. A.; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna
Titel	Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder
Quelle	In: Autism: The International Journal of Research and Practice, 19 (2015) 2, S.200-210 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361313516549
Schlagwörter	Reading Achievement; Mathematics Achievement; Autism; Pervasive Developmental Disorders; Learning Disabilities; High Achievement; Low Achievement; Socioeconomic Status; Low Income Groups; Cognitive Ability; Student Characteristics; Reading Comprehension; Word Recognition; Hierarchical Linear Modeling; Special Education; Parents; Likert Scales; Statistical Analysis; Social Skills Rating System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Autismus; Learning handicap; Lernbehinderung; Unterdurchschnittliche Leistung; Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Leseverstehen; Worterkennung; Special needs education; Sonderpädagogik; Sonderschulwesen; Eltern; Likert-Skala; Statistische Analyse
Abstract	This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter-word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01