The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.
Abstract
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.
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Cites
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Self-citationBaron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001) · Journal of Autism and Developmental Disorders · doi:10.1023/a:1005653411471 · Cited by 6,450
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Wechsler Intelligence Scale for Children
(2018) · The SAGE Encyclopedia of Intellectual and Developmental Disorders · doi:10.4135/9781483392271.n537 · Cited by 4,109
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Specific reading disability (dyslexia): what have we learned in the past four decades?
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Self-citationThe Extreme Male-Brain Theory of Autism
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Cited by
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018) · The Lancet · doi:10.1016/s0140-6736(18)31129-2 · Cited by 2,819
Self-citationAvoiding Ableist Language: Suggestions for Autism Researchers
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021) · Autism in Adulthood · doi:10.1089/aut.2020.0014 · Cited by 1,251
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Defining the cognitive phenotype of autism
Charman, T., Jones, C. R. G., Pickles, A., Simonoff, E., Baird, G., & Happé, F. (2011) · Brain Research · doi:10.1016/j.brainres.2010.10.075 · Cited by 234
Self-citationLongitudinal follow‐up of academic achievement in children with autism from age 2 to 18
Kim, S. H., Bal, V. H., & Lord, C. (2018) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12808 · Cited by 144
Metadata
- Authors
- Jones, C. R. G., Happé, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., Pickles, A., Baird, G., & Charman, T.
- Venue
- Neuropsychology
- Published
- 2009-11
- Volume
- 23
- Issue
- 6
- Pages
- 718-728
- ISSN
- 0894-4105 (ISSN-L)
- 1931-1559
- OpenAlex
- W2149133820
- Cited by
- 299
- References
- 45
- FWCI
- 2.74
- Type
- journal article
- Language
- en
- Open access
- closed
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- Jones, C. R. G., Happé, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., Pickles, A., Baird, G., & Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology. https://doi.org/10.1037/a0016360
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
