title: The role of attention in the academic attainment of children with autism spectrum disorder.
abstract: Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7-12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD.
authors: Centre for Developmental Psychiatry and Psychology, School of Psychology and Psychiatry, Monash University, Building 1, 270 Ferntree Gully Rd, Notting Hill, VIC, 3168, Australia. tamara.may@monash.edu
authors: Tamara
authors: T
authors: May
authors: Nicole
authors: N
authors: Rinehart
authors: John
authors: J
authors: Wilding
authors: Kim
authors: K
authors: Cornish
mesh_terms: D000124:Achievement; D001288:Attention / Q000502:physiology*; D001289:Attention Deficit Disorder with Hyperactivity / Q000150:complications / Q000175:diagnosis*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000150:complications / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D009483:Neuropsychological Tests; D011932:Reading
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