Working Memory of School-Aged Children on the Autism Spectrum: Predictors for Longitudinal Growth

Autor/inn/en	Kim, Sohyun An; Kasari, Connie
Titel	Working Memory of School-Aged Children on the Autism Spectrum: Predictors for Longitudinal Growth
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 8, S.2422-2433 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sohyun An)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613231165599
Schlagwörter	Short Term Memory; Autism Spectrum Disorders; Children; Predictor Variables; Kindergarten; Elementary School Students; Socioeconomic Status; Learning Strategies; Correlation; Teacher Student Relationship; Special Education; Individual Characteristics; Family Characteristics; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Students with Disabilities; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Autism; Autismus; Child; Kind; Kinder; Prädiktor; Socio-economic status; Sozioökonomischer Status; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies--Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children's working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children's working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3 years and negatively predicted their rate of growth during the last 3 years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3 years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01