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Journal of Autism and Developmental Disorders

Gepubliceerd in:

22-11-2017 | Brief Report

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

Auteurs: James B. McCauley, Matthew C. Zajic, Tasha M. Oswald, Lindsey E. Swain-Lerro, Nancy C. McIntyre, Michelle A. Harris, Kali Trzesniewski, Peter C. Mundy, Marjorie Solomon

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2018

Abstract

A typically developing student’s perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

vorige artikel Brief Report: Bullying and Anxiety in High-Functioning Adolescents with ASD

volgende artikel Brief Report: How Accurate is Teacher Report of Autism Symptoms Compared to Parent Report?

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Titel: Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder
Auteurs: James B. McCauley
Matthew C. Zajic
Tasha M. Oswald
Lindsey E. Swain-Lerro
Nancy C. McIntyre
Michelle A. Harris
Kali Trzesniewski
Peter C. Mundy
Marjorie Solomon
Publicatiedatum: 22-11-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-017-3403-y

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