Patterns of Nonverbal Cognitive Functioning in Young Children with Autism Spectrum Disorders

Autor/inn/en	Kuschner, Emily S.; Bennetto, Loisa; Yost, Kelley
Titel	Patterns of Nonverbal Cognitive Functioning in Young Children with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 37 (2007) 5, S.795-807 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-006-0209-8
Schlagwörter	Concept Formation; Cognitive Ability; Young Children; Developmental Delays; Autism; Nonverbal Communication; Pervasive Developmental Disorders; Preschool Children; Comparative Analysis; Child Development; Spatial Ability; Cognitive Processes; Leiter International Performance Scale + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Denkfähigkeit; Frühe Kindheit; Entwicklungsverzögerung; Autismus; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess
Abstract	Previous research demonstrates an uneven pattern of cognitive abilities in children with autism spectrum disorders (ASDs). This study examined whether this uneven pattern exists within the nonverbal domain in young children. We hypothesized relative strengths in perceptual abilities and weaknesses in nonverbal conceptual abilities in preschoolers with ASDs compared to groups with non-autism developmental delays and typical development. Profiles were examined using the Leiter International Performance Scale-Revised. The ASD group displayed clear relative strengths in visuospatial disembedding and detail-focused processing, with relative weaknesses in abstraction and concept formation. This contrasted with patterns of roughly equivalent abilities in both comparison groups. These findings have implications for subsequent development and may represent key features of the cognitive profile of autism. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10