How well Are Children with Autism Spectrum Disorder Doing Academically at School? An Overview of the Literature

Autor/inn/en	Keen, Deb; Webster, Amanda; Ridley, Greta
Titel	How well Are Children with Autism Spectrum Disorder Doing Academically at School? An Overview of the Literature
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 3, S.276-294 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315580962
Schlagwörter	Autism; Pervasive Developmental Disorders; Academic Achievement; Literature Reviews; Intelligence Quotient; Scores; Disproportionate Representation; Environmental Influences; Outcomes of Education; Achievement Tests; Predictor Variables; Reading Achievement; Writing Achievement; Mathematics Achievement; Oral Language; Kaufman Test of Educational Achievement; Neale Analysis of Reading Ability; Wechsler Individual Achievement Test; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Schulleistung; Intelligenzquotient; Environmental influence; Umwelteinfluss; Lernleistung; Schulerfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Oral interpretation; Mündlicher Sprachgebrauch; WIAT; Eignungsprüfung; Eignungstest
Abstract	The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01