Reading and Arithmetic in Adolescents With Autism Spectrum Disorders: Peaks and Dips in Attainment
Reading and Arithmetic in Adolescents With Autism Spectrum Disorders: Peaks and Dips in Attainment
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DOI：
10.1037/a0016360
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发表时间：
2009-11-01
期刊：
影响因子：
2.4
通讯作者：
Charman, Tony
中科院分区：
文献类型：
--
作者：
Jones, Catherine R. G.;Happe, Francesca;Charman, Tony
在描述自闭症谱系障碍（ASD）的学术成就时，结果通常以组平均水平报告。这可能掩盖了学术成就与智力能力不相称的个人亚群。作者测试了一大组（N = 100）患有ASD的青少年（14-16岁）的智商，识字和数学能力。73%的样本至少有一个领域的识字或数学成就与全面智商（FSIQ）高度不一致（约14个标准分）。作者重点关注了四个亚组，其单词阅读（“阅读峰值”和“阅读下降”）或算术（“算术峰值”和“算术下降”）高于或低于FSIQ。这些亚组在很大程度上是相互排斥的，其特点是不同的智力概况。最大的是“算术高峰”参与者小组，他们表现出平均的智力水平和上级算术技能，并且主要在主流教育环境中。总体而言，最普遍的概况是不一致的阅读理解力差，这与社会和沟通困难的严重性。ASD中学业成绩不均衡的高比率对教育实践有影响。
In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14-16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading ("Reading Peak" and "Reading Dip") or arithmetic ("Arithmetic Peak" and "Arithmetic Dip") higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the "Arithmetic Peak" subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice.