Age differences in academic achievement in high-functioning autistic individuals.

Abstract:

:A battery of psychoeducational tests was administered to samples of high-functioning (IQ > 70) autistic subjects and normal controls. A previous psychoeducational study indicated the presence of preserved procedural and mechanical academic skills accompanied by impaired comprehension and interpretive skills in high-functioning autistic individuals. The present findings indicate that this psychoeducational pattern also has a developmental aspect. Younger (< 13 years) autistic subjects performed as well or better than younger controls on psychoeducational measures of mechanical and procedural skills, and on some complex, interpretive tasks. However, they performed more poorly than controls on tasks that involve following complex linguistic instructions. Younger autistic subjects and controls did not differ significantly from each other on interpretive tasks, while the older austic subjects did significantly more poorly than the older controls on such tasks. The findings are discussed in terms of early success, but subsequent decline, in the course of academic functioning in autism.

authors

Goldstein G,Minshew NJ,Siegel DJ

doi

10.1080/01688639408402680

subject

Has Abstract

pub_date

1994-10-01 00:00:00

pages

671-80

issue

5

eissn

1380-3395

issn

1744-411X

journal_volume

16

pub_type

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