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Gravråkmo, Sissel; Olsen, Alexander; Lydersen, Stian; Ingul, Jo Magne; Henry, Lucy; Øie, Merete G. – Journal of Intellectual Disabilities, 2023
Background: The purpose of this study was to explore the role of everyday executive functions in relation to intelligence and adaptive behaviour in children and adolescents with mild intellectual disability. Method: A group of children and adolescents, previously diagnosed with mild intellectual disability were assessed according to intelligence,…
Descriptors: Executive Function, Intelligence, Mild Intellectual Disability, Correlation
Michael Matta – Journal of Psychoeducational Assessment, 2024
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in…
Descriptors: Attention Deficit Hyperactivity Disorder, Writing (Composition), Models, Writing Achievement
Gustavson, Daniel E.; Friedman, Naomi P.; Stallings, Michael C.; Reynolds, Chandra A.; Coon, Hilary; Corley, Robin P.; Hewitt, John K.; Gordon, Reyna L. – Developmental Psychology, 2021
Individual differences in music traits are heritable and correlated with the development of cognitive and communication skills, but little is known about whether diverse modes of music engagement (e.g., playing instruments vs. singing) reflect similar underlying genetic/environmental influences. Moreover, the biological etiology underlying the…
Descriptors: Musical Instruments, Learner Engagement, Adolescents, Prediction
Christiansen, Jens; White, Susan W.; McPartland, James; Volkmar, Fred; Parlar, Sarah; Pedersen, Lennart – Education and Training in Autism and Developmental Disabilities, 2021
The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Student Characteristics
Viezel, Kathleen D.; Freer, Benjamin; Morgan, Chelsea D. – Focus on Autism and Other Developmental Disabilities, 2022
As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The…
Descriptors: Autism, Pervasive Developmental Disorders, Student Adjustment, College Freshmen
Ben-Itzchak, Esther; Zachor, Ditza A. – Autism: The International Journal of Research and Practice, 2020
This prospective study examined the developmental changes over time of adolescents diagnosed in toddlerhood with autism spectrum disorder and searched for child characteristics at toddlerhood that predict outcome at adolescence. The study included 65 participants who were divided into low cognitive (developmental quotient [less than] 85; N = 41)…
Descriptors: Toddlers, Adolescents, Autism, Pervasive Developmental Disorders
Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A. – Developmental Psychology, 2017
Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task…
Descriptors: Feedback (Response), Reading Achievement, Mathematics Achievement, Brain Hemisphere Functions
National Study of School Psychologists' Use of Evidence-Based Assessment in Autism Spectrum Disorder
Aiello, Rachel; Ruble, Lisa; Esler, Amy – Journal of Applied School Psychology, 2017
This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…
Descriptors: School Psychologists, National Surveys, Evidence Based Practice, Pervasive Developmental Disorders
Foley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci – Journal of Advanced Academics, 2015
Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning…
Descriptors: Self Concept, Academic Ability, Exceptional Child Research, Profiles
Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M. – Language, Speech, and Hearing Services in Schools, 2013
Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…
Descriptors: Phonological Awareness, Reading Skills, Language Skills, Vocabulary
Hanson, Karen L.; Medina, Krista Lisdahl; Padula, Claudia B.; Tapert, Susan F.; Brown, Sandra A. – Journal of Child & Adolescent Substance Abuse, 2011
Because of ongoing neuromaturation, youth with chronic alcohol/substance use disorders (AUD/SUD) are at risk for cognitive decrements during young adulthood. We prospectively examined cognition over 10 years based on AUD/SUD history. Youth (N = 51) with no AUD/SUD history (n = 14), persisting AUD/SUD (n = 18), or remitted AUD/SUD (n = 19) were…
Descriptors: Visual Learning, Verbal Learning, Drug Use, Drinking
Mick, Eric; Byrne, Deirdre; Fried, Ronna; Monuteaux, Michael; Faraone, Stephen V.; Biederman, Joseph – Journal of Attention Disorders, 2011
Objective: The main aim of this study was to examine the age-dependent remission from ADHD in girls transitioning through childhood into adolescence and early adulthood. Method: We conducted a 5-year prospective follow-up study of 123 girls with ADHD and 106 non-ADHD control girls aged between 6 and 17 years at ascertainment. ADHD was considered…
Descriptors: Behavior Problems, Females, Persistence, Late Adolescents