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Alvares, Gail A.; Bebbington, Keely; Cleary, Dominique; Evans, Kiah; Glasson, Emma J.; Maybery, Murray T.; Pillar, Sarah; Uljarevic, Mirko; Varcin, Kandice; Wray, John; Whitehouse, Andrew J. O. – Autism: The International Journal of Research and Practice, 2020
'High functioning autism' is a term often used for individuals with autism spectrum disorder without an intellectual disability. Over time, this term has become synonymous with expectations of greater functional skills and better long-term outcomes, despite contradictory clinical observations. This study investigated the relationship between…
Descriptors: Misconceptions, Autism, Pervasive Developmental Disorders, Intelligence
Willoughby, Michael T.; Magnus, Brooke; Vernon-Feagans, Lynne; Blair, Clancy B. – Journal of Learning Disabilities, 2017
Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced…
Descriptors: Executive Function, Young Children, Kindergarten, School Readiness
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Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M. – Developmental Psychology, 2017
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique…
Descriptors: Predictor Variables, Self Control, Emergent Literacy, Preschool Children
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Wagner, Nicholas J.; Mills-Koonce, W. Roger; Willoughby, Michael T.; Zvara, Bharathi; Cox, Martha J. – Developmental Psychology, 2015
Data from a large prospective longitudinal study (n = 1,239) was used to investigate the association between observed sensitive parenting in early childhood and children's representations of family relationships as measured by the Family Drawing Paradigm (FDP) in first grade as well as the extent to which these representations partially mediate…
Descriptors: Longitudinal Studies, Parenting Styles, Child Rearing, Young Children
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Kirkham, Julie; Stewart, Andrew; Kidd, Evan – Infant and Child Development, 2013
This research investigated the developing inter-relationships between language, graphic symbolism and symbolic play both concurrently and longitudinally from the fourth to the fifth year of childhood. Sixty children ("n"?=?60) aged between 3 and 4?years completed multiple assessments of language and assessments of graphic symbolism,…
Descriptors: Child Development, Play, Nonverbal Ability, Longitudinal Studies
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Niditch, Laura A.; Varela, R. Enrique; Kamps, Jodi L.; Hill, Trenesha – Journal of Clinical Child and Adolescent Psychology, 2012
This study examined relations between anxiety, aggression, social understanding, IQ, and diagnosis in a sample of 231 children (ages 2-9) diagnosed with Autism Spectrum Disorders (ASDs; Autistic Disorder, Asperger's Disorder, Pervasive Developmental Disorder Not Otherwise Specified) in a hospital setting. Children were administered tests of IQ,…
Descriptors: Anxiety, Autism, Intelligence Quotient, Cognitive Ability