Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder.

23:59 EDT 30th September 2014 | BioPortfolio

Summary of "Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder."

Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children's actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children's level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD.

Affiliation

Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA, estesa@uw.edu.

Journal Details

This article was published in the following journal.

Name: Journal of autism and developmental disorders
ISSN: 1573-3432
Pages:

Links

PubMed Articles [14123 Associated PubMed Articles listed on BioPortfolio]

Do Peers Contribute to the Achievement Gap between Vietnamese-American and Mexican-American Adolescents?

Documented associations between academic and social functioning have been inconsistent. These discrepancies may reflect the moderating role of sociocultural context. In this study, we examined ethnici...

Academic Achievement of Children and Adolescents With Oral Clefts.

Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a po...

Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children's Future Achievement.

Despite numerous studies on parental involvement in children's academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study exa...

Explaining Asian Americans' academic advantage over whites.

The superior academic achievement of Asian Americans is a well-documented phenomenon that lacks a widely accepted explanation. Asian Americans' advantage in this respect has been attributed to three g...

Intellectual, Behavioral, and Emotional Functioning in Children With Syndromic Craniosynostosis.

To examine intellectual, behavioral, and emotional functioning of children who have syndromic craniosynostosis and to explore differences between diagnostic subgroups.METHODS: A national sample of chi...

Clinical Trials [1998 Associated Clinical Trials listed on BioPortfolio]

Intervening With Children/Adolescents With FAS/ARND

Children diagnosed through the FAS DPN clinic (who receive non-study services through the clinic/referrals) will receive baseline assessment. The baseline assessment for the child will in...

Assessing the Effectiveness of Individual Education Plans for Childhood Cancer Survivors

Neurodevelopmental outcomes in children treated for cancer involving the central nervous system (CNS) provide educators with new challenges with regards to classification, monitoring, and ...

Fetal Alcohol Syndrome/ARND Research Consortion

Children will receive comprehensive evaluations through the UOHSC ABC program The assessment for the child will include: medical issues (including medication), dysmorphic examination, inte...

The Effects of Gum Chewing on Math Scores in Adolescents

Context: Gum chewing has been shown to increase cognitive functioning. With the rise in standardized testing of school-age children and the concurrent attempts to improve their scores, fin...

Intellectual Impairment in Women With Breast Cancer

RATIONALE: Breast cancer and its treatment may cause changes in a patient's ability to think, learn, and remember. Gathering information about a woman's genes, brain function, and personal...

Medical and Biotech [MESH] Definitions

A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)

The assessing of academic or educational achievement. It includes all aspects of testing and test construction.

An acquired organic mental disorder with loss of intellectual abilities of sufficient severity to interfere with social or occupational functioning. The dysfunction is multifaceted and involves memory, behavior, personality, judgment, attention, spatial relations, language, abstract thought, and other executive functions. The intellectual decline is usually progressive, and initially spares the level of consciousness.

Tests designed to measure intellectual functioning in children and adults.

The teaching or training of those individuals with subnormal intellectual functioning.

Search BioPortfolio:
Loading