A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development

This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achie...

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Veröffentlicht in:	Journal of autism and developmental disorders 2020-12, Vol.50 (12), p.4463-4476
Hauptverfasser:	Bullen, Jennifer C., Swain Lerro, Lindsay, Zajic, Matthew, McIntyre, Nancy, Mundy, Peter
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement Adolescent Aptitude - physiology Attention Deficit Disorder with Hyperactivity - diagnosis Attention Deficit Disorder with Hyperactivity - psychology Attention Deficit Hyperactivity Disorder Autism Autism Spectrum Disorder - diagnosis Autism Spectrum Disorder - psychology Autistic children Behavioral Science and Psychology Child Child and School Psychology Children Children with disabilities Cognitive Ability Cognitive development Computation Educational aspects Educational Status Female Health aspects Humans Intellectual disabilities Intellectual Disability - diagnosis Intellectual Disability - psychology Longitudinal Studies Male Mathematical ability Mathematical Concepts Mathematics Mathematics Achievement Mathematics Skills Neurosciences Original Paper Pediatrics Pervasive Developmental Disorders Problem Solving Problem Solving - physiology Psychological aspects Psychology Psychology, Developmental Public Health Reading Ability Social Sciences Symptoms (Individual Disorders)
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Zusammenfassung:	This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence.
ISSN:	0162-3257 1573-3432
DOI:	10.1007/s10803-020-04500-9