Early Numerical Competencies in 5- and 6-Year-Old Children with Autism Spectrum Disorder

Autor/inn/en	Titeca, Daisy; Roeyers, Herbert; Ceulemans, Annelies; Desoete, Annemie
Titel	Early Numerical Competencies in 5- and 6-Year-Old Children with Autism Spectrum Disorder
Quelle	In: Early Education and Development, 26 (2015) 7, S.1012-1034 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1004515
Schlagwörter	Numeracy; Mathematics Skills; Young Children; Autism; Pervasive Developmental Disorders; Comparative Analysis; Control Groups; Experimental Groups; Arithmetic; Computation; Foreign Countries; Statistical Analysis; Correlation; Symptoms (Individual Disorders); Severity (of Disability); Belgium; Hollingshead Social Economic Status Measures; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Autismus; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Statistische Analyse; Korrelation; Psychiatrische Symptomatik; Schweregrad; Belgien
Abstract	Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible precursors at younger ages. The current exploratory study focused on the important developmental period of preschool age, investigating 5 early numerical competencies in 30 high-functioning children with ASD and 30 age-matched control children: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Children were examined at 5 or 6 years of age, attending the 3rd and final year of preschool. Overall, rather similar early number processing was found in children with and without ASD, although marginally significant results indicated a weaker performance of children with ASD on verbal subitizing and conceptual counting. Practice or Policy: Given the pervasiveness and impact of ASD on other domains of functioning, it is important to know that no general deficits in early numerical competencies were found in this study. However, some downward trends in mathematics performance were identified in children with ASD, which can serve as the basis for additional research in this field. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01