Longitudinal follow‐up of academic achievement in children with autism from age 2 to 18
Open accessAbstract
Objective: This study examined early predictors of and changes in school‐age academic achievement and class placement in children referred for autism spectrum disorder ( ASD ) at age 2. Method: Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results: Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions: Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long‐term academic development.
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More studies of well-defined, more homogeneous subgroups of autistic children and adults over time would provide different and more useful information about real-life issues than large-scale surveys of very heterogeneous samples.
“More studies of well-defined, more homogeneous subgroups of autistic children and adults over time would provide different and more useful information about real-life issues, as in Table 3than large-scale surveys of very heterogeneous samples 249 .”
From Autism spectrum disorder (2020) · cites this paper as [249]
The Limitations and Future Direction section (page unavailable) calls for further research on adult outcomes and real-world functioning, which supports the call for more research on real-life issues. It does not recommend homogeneous subgroups over heterogeneous surveys: it describes its own participants as having varied abilities and diagnoses and calls for replication with large, independent datasets. (LLM, conf=0.86)
Experimental — accuracy not yet measuredThere have been recent calls for more attention to global issues in autism research.
“Recently, there have been calls for more attention to global issues in autism research 249”
From Autism spectrum disorder (2020) · cites this paper as [249]
The Introduction describes growing worldwide demand for autism-related educational resources, but it does not report calls for greater attention to global issues in autism research. Searches for that claim and related terms found no passage in our copy that addresses it. (LLM, conf=0.74)
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- Authors
- Kim, S. H., Bal, V. H., & Lord, C.
- Affiliations
- Weill Cornell Medicine (US)
- University of California, San Francisco (US)
- Corresponding author
- Kim, So Hyun
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2017-09-26
- Volume
- 59
- Issue
- 3
- Pages
- 258-267
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- PMC
- PMC5819744
- OpenAlex
- W2758265666
- Cited by
- 144
- References
- 32
- Citations by year
- 2026: 15 · 2025: 16 · 2024: 21 · 2023: 18 · 2022: 16 · 2021: 20 · 2020: 16 · 2019: 10 · 2018: 9 · 2014: 1
- FWCI
- 5.50
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Rutgers University Community Repository (Rutgers University) (submittedVersion)
- Funders
- National Institute of Mental Health (R01 MH81873‐01A1)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- autism spectrum disorder, academic performance, elementary school students, academic progress, special education placement, cognitive ability, parental involvement, early intervention, arithmetic, reading, spelling, passage comprehension
- MeSH terms
- Autism Spectrum Disorder, Academic Performance, Adolescent, Child, Child, Preschool, Female, Humans, Learning Disabilities, Longitudinal Studies, Male
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