Abstract / Description of output
Background
Academic outcomes for autistic individuals are heterogeneous, but the reasons for this are unknown. Attention is known to predict learning in typical development, but there is less evidence about this relationship in Autism Spectrum Disorders (ASD), even though attention is reported as atypical in this group.
Aims
To investigate reading and maths achievement profiles for children with and without an ASD, focusing on the role of attention in these profiles and to enable a better understanding of individual differences.
Methods
Reading, maths and attention abilities of 22 autistic children (6−16 years) and 59 TD children (6–11 years) were measured using standardised assessments.
Results
A hierarchical cluster analysis that included all children (N = 81) revealed three distinct transdiagnostic subgroups, characterised by children with good, average, and poorer divided attention and academic achievement respectively. Children with poorer attention and achievement displayed relative weaknesses in maths, while children with average or above-average attention and achievement showed no such weakness.
Conclusions
The findings provide a novel insight into the relationship between attention and achievement and understanding individual differences in ASD and typical development.
Academic outcomes for autistic individuals are heterogeneous, but the reasons for this are unknown. Attention is known to predict learning in typical development, but there is less evidence about this relationship in Autism Spectrum Disorders (ASD), even though attention is reported as atypical in this group.
Aims
To investigate reading and maths achievement profiles for children with and without an ASD, focusing on the role of attention in these profiles and to enable a better understanding of individual differences.
Methods
Reading, maths and attention abilities of 22 autistic children (6−16 years) and 59 TD children (6–11 years) were measured using standardised assessments.
Results
A hierarchical cluster analysis that included all children (N = 81) revealed three distinct transdiagnostic subgroups, characterised by children with good, average, and poorer divided attention and academic achievement respectively. Children with poorer attention and achievement displayed relative weaknesses in maths, while children with average or above-average attention and achievement showed no such weakness.
Conclusions
The findings provide a novel insight into the relationship between attention and achievement and understanding individual differences in ASD and typical development.
| Original language | English |
|---|---|
| Article number | 103749 |
| Journal | Research in Developmental Disabilities |
| Volume | 106 |
| Early online date | 25 Aug 2020 |
| DOIs | |
| Publication status | Published - 1 Nov 2020 |
| Externally published | Yes |