Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile.
This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autis...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 54; no. 1; pp. 353 - 366 |
|---|---|
| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jan2024
|
| 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=174819559&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174819559 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jan2024 vid: 54 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 174819559 159975272 174819559 174819559 10.1007/s10803-022-05802-w 174819559 ppf: 353 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile. aug: au: Polo-Blanco, Irene Suárez-Pinilla, Paula Goñi-Cervera, Juncal Suárez-Pinilla, Marta Payá, Beatriz affil: https://ror.org/046ffzj20 Departamento de Matemáticas Estadística y Computación, Facultad de Ciencias, Universidad de Cantabria, Santander, Spain sug: subj: Autism Spectrum Disorder In Infancy and Childhood Persons with Intellectual Disabilities Psychosocial Factors Mathematics Problem Solving Evaluation Cognition Evaluation Human Child Comparative Studies Funding Source Executive Function Speech Perception Social Perception Descriptive Statistics Theory of Mind Child: 6-12 years ab: This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|