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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2012

01-09-2012 | Original paper

Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder

Auteurs: Susan G. Assouline, Megan Foley Nicpon, Lori Dockery

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2012

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Abstract

We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.

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Metagegevens
Titel
Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder
Auteurs
Susan G. Assouline
Megan Foley Nicpon
Lori Dockery
Publicatiedatum
01-09-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-011-1403-x