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Journal of Autism and Developmental Disorders
Gepubliceerd in: Journal of Autism and Developmental Disorders 4/2017

03-02-2017 | Original Paper

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

Auteurs: Nancy S. McIntyre, Emily J. Solari, Ryan P. Grimm, Lindsay E. Lerro, Joseph E. Gonzales, Peter C. Mundy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2017

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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.
vorige artikel Peabody Picture Vocabulary Test: Proxy for Verbal IQ in Genetic Studies of Autism Spectrum Disorder
volgende artikel Assessment of Caregiver Inventory for Rett Syndrome
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Metagegevens
Titel
A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity
Auteurs
Nancy S. McIntyre
Emily J. Solari
Ryan P. Grimm
Lindsay E. Lerro
Joseph E. Gonzales
Peter C. Mundy
Publicatiedatum
03-02-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3029-0

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