Does Central Coherence Relate to the Cognitive Performance of Children with Autism in Dynamic Assessments?

Autor/inn/en	Aljunied, Mariam; Frederickson, Norah
Titel	Does Central Coherence Relate to the Cognitive Performance of Children with Autism in Dynamic Assessments?
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 2, S.172-183 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361311409960
Schlagwörter	Autism; Children; Generalization; Cognitive Ability; Evaluation Methods; Intelligence Quotient; Foreign Countries; Visual Perception; Cues; Teaching Methods; Singapore; Childrens Embedded Figures Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Denkfähigkeit; Intelligenzquotient; Ausland; Visuelle Wahrnehmung; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Singapur
Abstract	Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10