4
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: not found

      Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. Academic achievement and its association with EF is described in 32, 9-year-old children with ASD. EF at age 6 and 9, and academic achievement at age 9 were assessed as part of a larger longitudinal study. Better performance on a Spatial Reversal task but not A-not-B with Invisible Displacement at age 6 was associated with better math achievement at age 9. No relationship was found between these EF measures at age 6 and reading or spelling achievement at age 9. Future studies are needed to explore whether improving early EF skills can increase math achievement in children with ASD.

          Related collections

          Author and article information

          Journal
          7904301
          4537
          J Autism Dev Disord
          J Autism Dev Disord
          Journal of autism and developmental disorders
          0162-3257
          1573-3432
          13 September 2017
          January 2018
          01 January 2019
          : 48
          : 1
          : 276-283
          Affiliations
          [1 ]Dept. of Speech and Hearing Sciences, University of Washington, Seattle, WA, University of Washington, CHDD Box 357920, Seattle, WA 98195
          [2 ]Departments of Psychiatry and Behavioral Sciences, Psychology and Neuroscience, and Pediatrics, Duke University, Durham, North Carolina
          [3 ]Duke Center for Autism and Brain Development, Durham, North Carolina, 2608 Erwin Road, Suite 300, Durham, NC 27705
          Author notes
          Correspondence concerning this article should be addressed to Annette Estes, Ph.D., University of Washington Autism Center, Box 357920, University of Washington, Seattle, WA 98195; estesa@ 123456u.washington.edu , Phone: 206-685-8059, Fax: 206-598-7815

          Tanya St. John, Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA

          Annette Estes, Departments of Speech and Hearing Sciences and Department of Psychology, University of Washington, Seattle, WA, USA

          Geraldine Dawson, Departments of Psychiatry and Behavioral Science, Psychology, and Neuroscience, Duke University School of Medicine, Duke University, Durham, NC, USA

          Article
          PMC5762405 PMC5762405 5762405 nihpa905266
          10.1007/s10803-017-3296-9
          5762405
          28889315
          4b885615-9c5d-456e-af1c-eba56582834b
          History
          Categories
          Article

          autism,academic achievement,math,inhibition,working memory,set shifting

          Comments

          Comment on this article