Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students.
Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adu...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 4; pp. 1353 - 1364 |
|---|---|
| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Apr2020
|
| 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=142435554&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 142435554 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Apr2020 vid: 50 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 142435554 142435554 142435554 10.1007/s10803-019-04267-8 142435554 ppf: 1353 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students. aug: au: Dijkhuis, Renée de Sonneville, Leo Ziermans, Tim Staal, Wouter Swaab, Hanna affil: Department of Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands sug: subj: Autism Spectrum Disorder Symptoms Executive Function Academic Achievement Students, College Human Self Report Cognition Memory Young Adult Male Female Descriptive Statistics Male Female ab: Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|