Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.
A typically developing student’s perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and re...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 48; no. 5; pp. 1825 - 1833 |
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| Autores principales: | , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
May2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128946081&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128946081 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: May2018 vid: 48 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 128946081 128946081 128946081 10.1007/s10803-017-3403-y 128946081 ppf: 1825 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder. aug: au: McCauley, James B. Zajic, Matthew C. Oswald, Tasha M. Swain-Lerro, Lindsey E. McIntyre, Nancy C. Harris, Michelle A. Trzesniewski, Kali Mundy, Peter C. Solomon, Marjorie affil: Department of Psychiatry & Behavioral Sciences, University of California-Davis, 2230 Stockton Blvd, 95817, Sacramento, CA, USA sug: subj: Self Concept Reading Mathematics Autism Spectrum Disorder In Infancy and Childhood Autism Spectrum Disorder In Adolescence Academic Performance Psychiatric Patients Psychosocial Factors Student Attitudes Human Child Adolescence Health Educators Self Assessment Learning Academic Achievement Child: 6-12 years Adolescent: 13-18 years ab: A typically developing student’s perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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