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Direct linkArutiunian, Vardan; Lopukhina, Anastasiya; Minnigulova, Alina; Shlyakhova, Anastasia; Davydova, Elizaveta; Pereverzeva, Darya; Sorokin, Alexander; Tyushkevich, Svetlana; Mamokhina, Uliana; Danilina, Kamilla; Dragoy, Olga – Journal of Autism and Developmental Disorders, 2022
The purpose of the present research was to comprehensively assess the language abilities of Russian primary-school-aged children with Autism Spectrum Disorder (ASD), varying in non-verbal IQ, at all linguistic levels (phonology, lexicon, morphosyntax, and discourse) in production and comprehension. Yet, the influence of such non-language factors…
Descriptors: Foreign Countries, Language Skills, Elementary School Students, Autism
Jessica Paynter; Kate O'Leary; Marleen Westerveld – Journal of Autism and Developmental Disorders, 2024
We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…
Descriptors: Autism Spectrum Disorders, Reading Comprehension, Predictor Variables, Preschool Children
Milgramm, Anna; Christodulu, Kristin V.; Rinaldi, Melissa L. – Journal of Autism and Developmental Disorders, 2021
The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and…
Descriptors: Academic Achievement, Autism, Pervasive Developmental Disorders, Incidence
Turcotte, Paul; Shea, Lindsay L.; Mandell, David – Journal of Autism and Developmental Disorders, 2018
The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine…
Descriptors: Police, Autism, Trauma, Intervention
McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie – Journal of Autism and Developmental Disorders, 2018
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…
Descriptors: Self Concept, Reading Achievement, Mathematics Achievement, Autism
Ruble, Lisa; McGrew, John H. – Journal of Autism and Developmental Disorders, 2013
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in "The…
Descriptors: Autism, Pervasive Developmental Disorders, Predictor Variables, Individualized Education Programs
