Early Numerical Competencies in 4- and 5-Year-Old Children with Autism Spectrum Disorder

Autor/inn/en	Titeca, Daisy; Roeyers, Herbert; Desoete, Annemie
Titel	Early Numerical Competencies in 4- and 5-Year-Old Children with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 4, S.279-292 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615588523
Schlagwörter	Preschool Children; Autism; Pervasive Developmental Disorders; Numeracy; Mathematics Skills; Control Groups; Comparative Analysis; Computation; Arithmetic; Foreign Countries; Mathematics Tests; Correlation; Statistical Analysis; Cognitive Development; Intelligence Tests; Young Children; Diagnostic Tests; Observation; Belgium; Wechsler Preschool and Primary Scale of Intelligence; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Korrelation; Statistische Analyse; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Diagnostic test; Diagnostischer Test; Beobachtung; Belgien
Abstract	Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01