Abstract：
BACKGROUND:Research has demonstrated evidence for increased perceptual capacity in autism: autistic people can process more information at any given time than neurotypical individuals. The implications of this for educating autistic pupils have not been investigated. For example, this ability to process more information at any given time may explain why autistic children sometimes process more peripheral task-irrelevant information than neurotypical individuals (e.g. in background classroom wall-displays). AIMS:The current study assessed the impact of different types of background information on autistic and non-autistic children's ability to perform a learning task. METHODS AND PROCEDURES:Autistic (N = 23) and non-autistic (N = 50) children took part in a computer-based task designed to simulate a lesson. They watched three videos of a teacher telling a story, each with a different background condition: blank, relevant images, or irrelevant images. OUTCOMES AND RESULTS:When the visual display contained story-relevant information, both groups recalled background information in addition to the central story. When the background displays were irrelevant to the story, autistic children recalled more background information than their neurotypical peers, yet maintained their ability to recall information from the central story. CONCLUSION AND IMPLICATIONS:The current study suggests that pupils' perceptual capacity- including those on the autistic spectrum - can indeed be capitalised on to support learning in the classroom. To do so, however, we must ensure that the child can use their capacity for task-relevant processing, rather than irrelevant distractions.
journal_name
Res Dev Disabiljournal_title
Research in developmental disabilitiesauthors
Remington A,Hanley M,O'Brien S,Riby DM,Swettenham Jdoi
10.1016/j.ridd.2018.12.006subject
Has Abstractpub_date
2019-02-01 00:00:00pages
197-204eissn
0891-4222issn
1873-3379pii
S0891-4222(18)30253-1journal_volume
85pub_type
杂志文章abstract：:This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university stu...
journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
pub_type： 杂志文章
doi：10.1016/j.ridd.2018.08.015
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journal_title：Research in developmental disabilities
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更新日期：1998-05-01 00:00:00
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journal_title：Research in developmental disabilities
pub_type： 杂志文章
doi：10.1016/j.ridd.2018.07.001
更新日期：2018-09-01 00:00:00
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doi：10.1016/j.ridd.2009.05.006
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doi：10.1016/j.ridd.2018.11.001
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journal_title：Research in developmental disabilities
pub_type： 杂志文章
doi：10.1016/s0891-4222(98)00009-2
更新日期：1998-07-01 00:00:00
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doi：10.1016/j.ridd.2011.05.019
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doi：10.1016/j.ridd.2016.10.006
更新日期：2017-01-01 00:00:00
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
pub_type： 杂志文章
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journal_title：Research in developmental disabilities
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journal_title：Research in developmental disabilities
pub_type： 杂志文章
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更新日期：2013-11-01 00:00:00
abstract：:Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research tends to focus on mathematical skill acquisition, but not on skill maintenance. The researchers in this study reviewed all studies from 1975 to 2018 that involved teaching mathematics to individuals w...
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pub_type： 杂志文章
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