Literaturnachweis - Detailanzeige
| Autor/inn/en | McIntyre, Nancy S.; Solari, Emily J.; Grimm, Ryan P.; E. Lerro, Lindsay; E. Gonzales, Joseph; Mundy, Peter C. |
|---|---|
| Titel | A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity |
| Quelle | In: Journal of Autism and Developmental Disorders, 47 (2017) 4, S.1086-1101 (16 Seiten)
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| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-017-3029-0 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Children; Adolescents; Reading Skills; Symptoms (Individual Disorders); Severity (of Disability); Reading Tests; Statistical Analysis; Diagnostic Tests; Observation; Autism Diagnostic Observation Schedule |
| Abstract | The goal of this study was to identify unique profiles of readers in a sample of 8-16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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