Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 5/2023

03-02-2022 | Original Paper

What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?

Auteurs: Lijuan Wang, Xiao Liang, Bo Jiang, Qiutong Wu, Luyao Jiang

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2023

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.CrossRef
go back to reference Balfe, P. (2001). A study of the induction experiences and the needs of teachers new to autistic spectrum disorders in the Republic of Ireland. Good Autism Practice Journal, 2, 75–85. Balfe, P. (2001). A study of the induction experiences and the needs of teachers new to autistic spectrum disorders in the Republic of Ireland. Good Autism Practice Journal, 2, 75–85.
go back to reference Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 1–33). Erlbaum. Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 1–33). Erlbaum.
go back to reference Bethany, R. J., Emily, R. F., Kerry, G. H., & Dale, C. F. (2016). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. Bethany, R. J., Emily, R. F., Kerry, G. H., & Dale, C. F. (2016). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742.
go back to reference Brown, F., & Snell, M. E. (2000). Instruction of students with severe disabilities. Prentice Hall. Brown, F., & Snell, M. E. (2000). Instruction of students with severe disabilities. Prentice Hall.
go back to reference Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8, 36–41.CrossRef Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8, 36–41.CrossRef
go back to reference Bullen, J. C., Lerro, L. S., Zajic, M., Mcintyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 50(6), 4463–4476.PubMedCrossRef Bullen, J. C., Lerro, L. S., Zajic, M., Mcintyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 50(6), 4463–4476.PubMedCrossRef
go back to reference Chen, L., Abrams, D. A., Rosenberg-Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., & Menon, V. (2019). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 7(2), 362–380.PubMedCrossRef Chen, L., Abrams, D. A., Rosenberg-Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., & Menon, V. (2019). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 7(2), 362–380.PubMedCrossRef
go back to reference Clayton, S., Gilmore, C., & Inglis, M. (2015). Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement. Acta Psychologica, 161, 177–184.PubMedCrossRef Clayton, S., Gilmore, C., & Inglis, M. (2015). Dot comparison stimuli are not all alike: The effect of different visual controls on ANS measurement. Acta Psychologica, 161, 177–184.PubMedCrossRef
go back to reference Cohen, R. J. & Swerdlik, M. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). Cohen, R. J. & Swerdlik, M. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.).
go back to reference Corsi, P. M. (1972). Human memory and the medial temporal region of the brain. McGill University, Montreal: Unpublished doctoral dissertation. Corsi, P. M. (1972). Human memory and the medial temporal region of the brain. McGill University, Montreal: Unpublished doctoral dissertation.
go back to reference De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B., & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103(2), 186–201. https://doi.org/10.1016/j.jecp.2009.01.004 De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B., & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103(2), 186–201. https://​doi.​org/​10.​1016/​j.​jecp.​2009.​01.​004
go back to reference Dehaene, S., Molko, N., Cohen, L., & Wilson, A. J. (2004). Arithmetic and the brain. Current Opinion in Neurobiology, 14(2), 218–224.PubMedCrossRef Dehaene, S., Molko, N., Cohen, L., & Wilson, A. J. (2004). Arithmetic and the brain. Current Opinion in Neurobiology, 14(2), 218–224.PubMedCrossRef
go back to reference Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26(1), 465–486.PubMedCrossRef Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26(1), 465–486.PubMedCrossRef
go back to reference Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052.PubMedCrossRef Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052.PubMedCrossRef
go back to reference Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8, 307–314.PubMedCrossRef Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8, 307–314.PubMedCrossRef
go back to reference Gardiner, E., Hutchison, S. M., Müller, U., Kerns, K. A., & Iarocci, G. (2017). Assessment of executive function in young children with and without ASD using parent ratings and computerized tasks of executive function. The Clinical Neuropsychologist, 31(8), 1283–1305. https://doi.org/10.1080/13854046.2017.1290139 Gardiner, E., Hutchison, S. M., Müller, U., Kerns, K. A., & Iarocci, G. (2017). Assessment of executive function in young children with and without ASD using parent ratings and computerized tasks of executive function. The Clinical Neuropsychologist, 31(8), 1283–1305. https://​doi.​org/​10.​1080/​13854046.​2017.​1290139
go back to reference Ginsburg, H., & Baroody, A. J. (2003). TEMA-3: Test of early mathematics ability. Pro-ed. Ginsburg, H., & Baroody, A. J. (2003). TEMA-3: Test of early mathematics ability. Pro-ed.
go back to reference Gong, Y. X., & Dai, X. Y. (1988). China–Wechsler Younger Children Scale of Intelligence. Acta Psychologica Sinica, 20(4), 364–376. Gong, Y. X., & Dai, X. Y. (1988). China–Wechsler Younger Children Scale of Intelligence. Acta Psychologica Sinica, 20(4), 364–376.
go back to reference Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. Journal of Educational Research, 102, 187–202.CrossRef Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive third-grade mathematics classrooms. Journal of Educational Research, 102, 187–202.CrossRef
go back to reference Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., & Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94–102.CrossRef Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., & Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94–102.CrossRef
go back to reference Guillaume, M., Nys, J., Mussolin, C., & Content, A. (2013). Differences in the acuity of the approximate number system in adults: The effect of mathematical ability. Acta Psychologica, 144(3), 506–512.PubMedCrossRef Guillaume, M., Nys, J., Mussolin, C., & Content, A. (2013). Differences in the acuity of the approximate number system in adults: The effect of mathematical ability. Acta Psychologica, 144(3), 506–512.PubMedCrossRef
go back to reference Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665–668.PubMedCrossRef Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665–668.PubMedCrossRef
go back to reference He, Y., Zhou, X., Shi, D., Song, H., Zhang, H., & Shi, J. (2016). New evidence on causal relationship between approximate number system (ANS) acuity and arithmetic ability in elementary-school students: A longitudinal cross-lagged analysis. Frontiers in Psychology, 7(26), 1052.PubMedPubMedCentral He, Y., Zhou, X., Shi, D., Song, H., Zhang, H., & Shi, J. (2016). New evidence on causal relationship between approximate number system (ANS) acuity and arithmetic ability in elementary-school students: A longitudinal cross-lagged analysis. Frontiers in Psychology, 7(26), 1052.PubMedPubMedCentral
go back to reference Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Erlbaum. Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Erlbaum.
go back to reference Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 572.CrossRef Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 572.CrossRef
go back to reference Inglis, M., & Gilmore, C. (2014). Indexing the approximate number system. Acta Psychologica, 145, 147–155.PubMedCrossRef Inglis, M., & Gilmore, C. (2014). Indexing the approximate number system. Acta Psychologica, 145, 147–155.PubMedCrossRef
go back to reference Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., et al. (2014). Brain organization underlying superior mathematical abilities in children with autism. Biological Psychiatry, 75(3), 223–230.PubMedCrossRef Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., et al. (2014). Brain organization underlying superior mathematical abilities in children with autism. Biological Psychiatry, 75(3), 223–230.PubMedCrossRef
go back to reference Jiang, Y. V., Capistrano, C. G., & Palm, B. E. (2014). Spatial working memory in children with high-functioning autism: Intact configural processing but impaired capacity. Journal of Abnormal Psychology, 123(1), 248–257.PubMedCrossRef Jiang, Y. V., Capistrano, C. G., & Palm, B. E. (2014). Spatial working memory in children with high-functioning autism: Intact configural processing but impaired capacity. Journal of Abnormal Psychology, 123(1), 248–257.PubMedCrossRef
go back to reference Jiao, X. Y. (2017). Development, role, and promotion of inhibition control in preschool children (Doctoral dissertation, Northeast Normal University). Jiao, X. Y. (2017). Development, role, and promotion of inhibition control in preschool children (Doctoral dissertation, Northeast Normal University).
go back to reference Klingberg, T. (2006). Development of a superior frontal–intraparietal network for visuo-spatial working memory. Neuropsychologia, 44(11), 2171–2177.PubMedCrossRef Klingberg, T. (2006). Development of a superior frontal–intraparietal network for visuo-spatial working memory. Neuropsychologia, 44(11), 2171–2177.PubMedCrossRef
go back to reference Kroesbergen, E. H., Van Luit, J. E. H., Van Lieshout, E., Van Loosbroek, E., & Van de Rijt, B. A. M. (2009). Individual differences in early numeracy: The role of executive functions and subitizing. Journal of Psychoeducational Assessment, 27, 226–236.CrossRef Kroesbergen, E. H., Van Luit, J. E. H., Van Lieshout, E., Van Loosbroek, E., & Van de Rijt, B. A. M. (2009). Individual differences in early numeracy: The role of executive functions and subitizing. Journal of Psychoeducational Assessment, 27, 226–236.CrossRef
go back to reference Macizo, P., Soriano, M. F., & Paredes, N. (2016). Phonological and visuospatial working memory in autism spectrum disorders. Journal of Autism & Developmental Disorders, 46, 1–12.CrossRef Macizo, P., Soriano, M. F., & Paredes, N. (2016). Phonological and visuospatial working memory in autism spectrum disorders. Journal of Autism & Developmental Disorders, 46, 1–12.CrossRef
go back to reference May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2147–2158.PubMedCrossRef May, T., Rinehart, N., Wilding, J., & Cornish, K. (2013). The role of attention in the academic attainment of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2147–2158.PubMedCrossRef
go back to reference McCauley, J. B., Zajic, M. C., Oswald, T. M., Swain-Lerro, L. E., McIntyre, N. C., Harris, M. A., & Solomon, M. (2018). Brief Report: Investigating relations between self-concept and performance in reading and math for school-aged children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1825–1832. https://doi.org/10.1007/s10803-017-3403-yCrossRefPubMed McCauley, J. B., Zajic, M. C., Oswald, T. M., Swain-Lerro, L. E., McIntyre, N. C., Harris, M. A., & Solomon, M. (2018). Brief Report: Investigating relations between self-concept and performance in reading and math for school-aged children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1825–1832. https://​doi.​org/​10.​1007/​s10803-017-3403-yCrossRefPubMed
go back to reference Mosconi, M. W., Kay, M., D’Cruz, A. M., Seidenfeld, A., Guter, S., Stanford, L. D., & Sweeney, J. A. (2009). Impaired inhibitory control is associated with higher-order repetitive behaviors in autism spectrum disorders. Psychological Medicine, 39(9), 1559–1566.PubMedPubMedCentralCrossRef Mosconi, M. W., Kay, M., D’Cruz, A. M., Seidenfeld, A., Guter, S., Stanford, L. D., & Sweeney, J. A. (2009). Impaired inhibitory control is associated with higher-order repetitive behaviors in autism spectrum disorders. Psychological Medicine, 39(9), 1559–1566.PubMedPubMedCentralCrossRef
go back to reference Mottron, L., Dawson, M., Soulieres, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36, 27–43.PubMedCrossRef Mottron, L., Dawson, M., Soulieres, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36, 27–43.PubMedCrossRef
go back to reference Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2). NCSER 2011-3005. National Center for Special Education Research. Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2). NCSER 2011-3005. National Center for Special Education Research.
go back to reference Oswald, T. M., Beck, J. S., Iosif, A.-M., McCauley, J. B., Gilhooly, L. J., Matter, J. C., & Solomon, M. (2016). Clinical and cognitive characteristics associated with mathematics problem solving in adolescents with autism spectrum disorder: Factors related to math achievement in ASD. Autism Research, 9(4), 480–490. https://doi.org/10.1002/aur.1524CrossRefPubMed Oswald, T. M., Beck, J. S., Iosif, A.-M., McCauley, J. B., Gilhooly, L. J., Matter, J. C., & Solomon, M. (2016). Clinical and cognitive characteristics associated with mathematics problem solving in adolescents with autism spectrum disorder: Factors related to math achievement in ASD. Autism Research, 9(4), 480–490. https://​doi.​org/​10.​1002/​aur.​1524CrossRefPubMed
go back to reference Ozonoff, S., & Strayer, D. L. (2001). Further evidence of intact working memory in autism. Journal of Autism and Developmental Disorders, 31, 257–263.PubMedCrossRef Ozonoff, S., & Strayer, D. L. (2001). Further evidence of intact working memory in autism. Journal of Autism and Developmental Disorders, 31, 257–263.PubMedCrossRef
go back to reference Passolunghi, M. C., & Costa, H. M. (2019). Working memory and mathematical learning. International handbook of mathematical learning difficulties (pp. 407–421). Springer.CrossRef Passolunghi, M. C., & Costa, H. M. (2019). Working memory and mathematical learning. International handbook of mathematical learning difficulties (pp. 407–421). Springer.CrossRef
go back to reference Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22, 165–184.CrossRef Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22, 165–184.CrossRef
go back to reference Piccardi, L., Palermo, L., Leonzi, M., Risetti, M., Zompanti, L., D’Amico, S., & Guariglia, C. (2014). The Walking Corsi Test (WalCT): A normative study of topographical working memory in a sample of 4-to 11-year-olds. The Clinical Neuropsychologist, 28(1), 84–96.PubMedCrossRef Piccardi, L., Palermo, L., Leonzi, M., Risetti, M., Zompanti, L., D’Amico, S., & Guariglia, C. (2014). The Walking Corsi Test (WalCT): A normative study of topographical working memory in a sample of 4-to 11-year-olds. The Clinical Neuropsychologist, 28(1), 84–96.PubMedCrossRef
go back to reference Plaisted, K. C. (2001). Reduced generalization in autism: An alternative to weak central coherence. The development of autism: Perspectives from theory and research (pp. 149–169). Lawrence Erlbaum Associates. Plaisted, K. C. (2001). Reduced generalization in autism: An alternative to weak central coherence. The development of autism: Perspectives from theory and research (pp. 149–169). Lawrence Erlbaum Associates.
go back to reference Prabhakaran, V., Rypma, B., & Gabrieli, J. D. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the necessary arithmetic operations test. Neuropsychology, 15(1), 115.PubMedCrossRef Prabhakaran, V., Rypma, B., & Gabrieli, J. D. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the necessary arithmetic operations test. Neuropsychology, 15(1), 115.PubMedCrossRef
go back to reference Raghubar, K., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20, 110–122.CrossRef Raghubar, K., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20, 110–122.CrossRef
go back to reference Sacks, O. (1986). The man who mistook his wife for a hat. Picador. Sacks, O. (1986). The man who mistook his wife for a hat. Picador.
go back to reference Schmitt, L. M., White, S. P., Cook, E. H., Sweeney, J. A., & Mosconi, M. W. (2018). Cognitive mechanisms of inhibitory control deficits in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 59(5), 586–595. https://doi.org/10.1111/jcpp.12837 Schmitt, L. M., White, S. P., Cook, E. H., Sweeney, J. A., & Mosconi, M. W. (2018). Cognitive mechanisms of inhibitory control deficits in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 59(5), 586–595. https://​doi.​org/​10.​1111/​jcpp.​12837
go back to reference Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10(1), 91–103.PubMedCrossRef Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10(1), 91–103.PubMedCrossRef
go back to reference South, M., Ozonoff, S., & McMahon, W. M. (2007). The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum. Autism, 11(5), 437–451.PubMedCrossRef South, M., Ozonoff, S., & McMahon, W. M. (2007). The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum. Autism, 11(5), 437–451.PubMedCrossRef
go back to reference St John, T., Estes, A. M., Dager, S. R., Kostopoulos, P., Wolff, J. J., Pandey, J., & Piven, J. (2016). Emerging executive functioning and motor development in infants at high and low risk for autism spectrum disorder. Frontiers in Psychology, 7, 1016.PubMedPubMedCentralCrossRef St John, T., Estes, A. M., Dager, S. R., Kostopoulos, P., Wolff, J. J., Pandey, J., & Piven, J. (2016). Emerging executive functioning and motor development in infants at high and low risk for autism spectrum disorder. Frontiers in Psychology, 7, 1016.PubMedPubMedCentralCrossRef
go back to reference Steele, S. D., Minshew, N. J., Luna, B., & Sweeney, J. A. (2007). Spatial working memory deficits in autism. Journal of Autism and Developmental Disorders, 37, 605–612.PubMedCrossRef Steele, S. D., Minshew, N. J., Luna, B., & Sweeney, J. A. (2007). Spatial working memory deficits in autism. Journal of Autism and Developmental Disorders, 37, 605–612.PubMedCrossRef
go back to reference Su, H. F. (2003). Don’t be puzzled by math. NCSM Journal of Mathematics Education Leadership, 6, 1–7. Su, H. F. (2003). Don’t be puzzled by math. NCSM Journal of Mathematics Education Leadership, 6, 1–7.
go back to reference Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76(2), 249–274.CrossRef Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76(2), 249–274.CrossRef
go back to reference Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100, 343.CrossRef Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100, 343.CrossRef
go back to reference Taub, G. E., Keith, T. Z., Floyd, R. G., & McGrew, K. S. (2008). Effects of general and broad cognition abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187–198.CrossRef Taub, G. E., Keith, T. Z., Floyd, R. G., & McGrew, K. S. (2008). Effects of general and broad cognition abilities on mathematics achievement. School Psychology Quarterly, 23(2), 187–198.CrossRef
go back to reference Titeca, D., Roeyers, H., Josephy, H., Ceulemans, A., & Desoete, A. (2014). Preschool predictors of mathematics in first grade children with autism spectrum disorder. Research in Developmental Disabilities, 35, 2714–2727.PubMedCrossRef Titeca, D., Roeyers, H., Josephy, H., Ceulemans, A., & Desoete, A. (2014). Preschool predictors of mathematics in first grade children with autism spectrum disorder. Research in Developmental Disabilities, 35, 2714–2727.PubMedCrossRef
go back to reference Toll, S. W., Kroesbergen, E. H., & Van Luit, J. E. (2016). Visual working memory and number sense: Testing the double deficit hypothesis in mathematics. British Journal of Educational Psychology, 86(3), 429–445.PubMedCrossRef Toll, S. W., Kroesbergen, E. H., & Van Luit, J. E. (2016). Visual working memory and number sense: Testing the double deficit hypothesis in mathematics. British Journal of Educational Psychology, 86(3), 429–445.PubMedCrossRef
go back to reference Treffert, D. A. (2000). The savant syndrome in autism: Clinical and research issues. York Press. Treffert, D. A. (2000). The savant syndrome in autism: Clinical and research issues. York Press.
go back to reference Treffert, D. A. (2009). The savant syndrome: An extraordinary condition. A synopsis: Past, present, future. Philosophical Transactions of the Royal Society of London. Series b, Biological Sciences, 364(1522), 1351–1357.PubMedPubMedCentralCrossRef Treffert, D. A. (2009). The savant syndrome: An extraordinary condition. A synopsis: Past, present, future. Philosophical Transactions of the Royal Society of London. Series b, Biological Sciences, 364(1522), 1351–1357.PubMedPubMedCentralCrossRef
go back to reference Urbain, C., Vogan, V. M., Ye, A. X., Pang, E. W., Doesburg, S. M., & Taylor, M. J. (2016). Desynchronization of fronto-temporal networks during working memory processing in autism. Human Brain Mapping, 37(1), 153–164.PubMedCrossRef Urbain, C., Vogan, V. M., Ye, A. X., Pang, E. W., Doesburg, S. M., & Taylor, M. J. (2016). Desynchronization of fronto-temporal networks during working memory processing in autism. Human Brain Mapping, 37(1), 153–164.PubMedCrossRef
go back to reference Valeri, G., Casula, L., Napoli, E., Stievano, P., Trimarco, B., Vicari, S., & Scalisi, T. G. (2020). Executive functions and symptom severity in an Italian sample of intellectually able preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(9), 3207–3215. https://doi.org/10.1007/s10803-019-04102-0CrossRefPubMed Valeri, G., Casula, L., Napoli, E., Stievano, P., Trimarco, B., Vicari, S., & Scalisi, T. G. (2020). Executive functions and symptom severity in an Italian sample of intellectually able preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(9), 3207–3215. https://​doi.​org/​10.​1007/​s10803-019-04102-0CrossRefPubMed
go back to reference Wechsler, D. (1967). Wechsler preschool and primary scale of intelligence (p. 1967). Psychological Corporation. Wechsler, D. (1967). Wechsler preschool and primary scale of intelligence (p. 1967). Psychological Corporation.
go back to reference Wechsler, D. (2009). Wechsler Individual Achievement Test, (WIAT-III) (3rd ed.). The Psychological Corporation. Wechsler, D. (2009). Wechsler Individual Achievement Test, (WIAT-III) (3rd ed.). The Psychological Corporation.
go back to reference Wei, X., Christiano, E. R., Jennifer, W. Y., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1159–1167. https://doi.org/10.1007/s10803-013-1978-5 Wei, X., Christiano, E. R., Jennifer, W. Y., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1159–1167. https://​doi.​org/​10.​1007/​s10803-013-1978-5
go back to reference Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560. Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551–560.
go back to reference World Health Organization. (2006). International statistical classification of diseases and related health problems, 10th revision. World Health Organization. (2006). International statistical classification of diseases and related health problems, 10th revision.
go back to reference Xenidou-Dervou, I., Van Luit, J. E., Kroesbergen, E. H., Friso-van den Bos, I., Jonkman, L. M., van der Schoot, M., & Van Lieshout, E. C. (2018). Cognitive predictors of children’s development in mathematics achievement: A latent growth modeling approach. Developmental Science, 21(6), e12671.PubMedCrossRef Xenidou-Dervou, I., Van Luit, J. E., Kroesbergen, E. H., Friso-van den Bos, I., Jonkman, L. M., van der Schoot, M., & Van Lieshout, E. C. (2018). Cognitive predictors of children’s development in mathematics achievement: A latent growth modeling approach. Developmental Science, 21(6), e12671.PubMedCrossRef
go back to reference Zinke, K., Fries, E., Altgassen, M., Kirschbaum, C., Dettenborn, L., & Kliegel, M. (2010). Visuospatial short-term memory explains deficits in tower task planning in high-functioning children with autism spectrum disorder. Child Neuropsychology, 16(3), 229–241.PubMedCrossRef Zinke, K., Fries, E., Altgassen, M., Kirschbaum, C., Dettenborn, L., & Kliegel, M. (2010). Visuospatial short-term memory explains deficits in tower task planning in high-functioning children with autism spectrum disorder. Child Neuropsychology, 16(3), 229–241.PubMedCrossRef
Metagegevens
Titel
What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder?
Auteurs
Lijuan Wang
Xiao Liang
Bo Jiang
Qiutong Wu
Luyao Jiang
Publicatiedatum
03-02-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05454-w

Andere artikelen Uitgave 5/2023

Journal of Autism and Developmental Disorders 5/2023 Naar de uitgave