Sustained Attention and Working Memory in Children with Autism Spectrum Disorder

Autor/inn/en	Alloway, Tracy; Lepere, Alexus
Titel	Sustained Attention and Working Memory in Children with Autism Spectrum Disorder
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 1, S.1-9 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1634792
Schlagwörter	Attention Deficit Disorders; Short Term Memory; Children; Autism; Pervasive Developmental Disorders; Dyslexia; Developmental Delays; Reading Tests; Diagnostic Tests; Intelligence Tests; Performance Factors; Attention Span; Nelson Denny Reading Tests; Autism Diagnostic Observation Schedule; Neale Analysis of Reading Ability; Wechsler Abbreviated Scale of Intelligence; British Ability Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Kurzzeitgedächtnis; Child; Kind; Kinder; Autismus; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsverzögerung; Lesetest; Diagnostic test; Diagnostischer Test; Intelligence test; Intelligenztest; Leistungsindikator
Abstract	The aim of the present study was to investigate sustained attention and working memory in children with autism spectrum disorder (ASD), as this issue has not been widely investigated in this population. Children with ASD were age-matched with children diagnosed with dyslexia based on standardised reading assessments. All children were administered tests of working memory, IQ, and visual sustained attention. The results using a MANOVA indicated that children with ASD performed worse than children with dyslexia on verbal tests of working memory and IQ. However, their performance in the visual tests (working memory and IQ) was similar. Furthermore, correlational analyses demonstrated considerable variability in sustained attention (accuracy and errors of commission), in contrast to children with dyslexia. This pattern suggests that children with ASD may not have a deficit in sustained attention "per se." Some explanations for this attentional pattern are discussed and could be linked to their motivational framework, which means that they are less responsive to the effects of reinforcement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01