Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder

Milgramm, Anna; Christodulu, Kristin V.; Rinaldi, Melissa

doi:10.1007/s10803-020-04680-4

Cited by 7 publications

(8 citation statements)

References 28 publications

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“…Thus, the hypothesis was not supported. Although the direction of this relationship was in line with the findings of previous studies such as St John et al (2018), Milgramm et al (2021), and Smits-Engelsman et al (2021, this cannot be reliably interpreted as the model was non-significant.…”

Section: Discussionsupporting

confidence: 40%

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

“…Autism spectrum disorder is a neurodevelopmental disorder which is associated with impairments in social interaction and communication (Barendse et al, 2013;Milgramm et al, 2021). Individuals with ASD may be at a higher risk of difficulties with academic performance compared to those who are neurotypical (St John et al, 2018;Milgramm et al, 2021). Evidence suggests this may not necessarily be due to intellectual difficulty (Charman et al, 2011), but rather as a result of difficulty managing repetitive behaviors and poor social skills, which may affect their academic performance (Milgramm et al, 2021).…”

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

“…Individuals with ASD may be at a higher risk of difficulties with academic performance compared to those who are neurotypical (St John et al, 2018;Milgramm et al, 2021). Evidence suggests this may not necessarily be due to intellectual difficulty (Charman et al, 2011), but rather as a result of difficulty managing repetitive behaviors and poor social skills, which may affect their academic performance (Milgramm et al, 2021). Research has often associated academic achievement with IQ (Watson and Monroe, 1990;Mayes and Calhoun, 2003;Mayes et al, 2009).…”

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

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The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students

Southon

2022

Front. Psychol.

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Difficulties with executive function have often been identified in individuals with various neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), and Developmental Co-ordination Disorder (DCD). Additionally, in childhood and adolescence, executive functioning is an important predictor of academic achievement. However, less research has explored these relationships in adult students, and those with a high level of neurodevelopmental disorder traits but no clinical diagnosis. Therefore, the current study aimed to assess whether ASD, ADHD, and DCD traits can predict academic achievement in university students, and whether traits of these neurodevelopmental conditions moderate the relationship between executive function and academic achievement. Both neurotypical students and those with a clinical diagnosis of a neurodevelopmental disorder were able to participate, with the majority being neurotypical. Participants completed four self-report questionnaires and provided a measure of academic achievement based on their university assignment results. Traits of ASD, ADHD, and DCD alone did not predict achievement, however, traits of ADHD and DCD significantly moderated the relationship between executive function and academic achievement. ASD traits did not significantly moderate this relationship. Implications and suggestions for future research are also discussed.

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Section: Discussionsupporting

confidence: 40%

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

Section: Executive Function and Academic Achievement In Autism Spectr...mentioning

confidence: 99%

See 2 more Smart Citations

The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students

Southon

2022

Front. Psychol.

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“…It may be that a wide range of possibly interacting factors may contribute (at least partially) to this academic underachievement, including cognitive ability (e.g. Milgramm et al, 2021), working memory (Mayes et al, 2020), executive functioning (St John et al, 2018) and academic enablers (Keen et al, 2021). One factor that is strongly associated with academic underachievement in the general student population is school non-attendance (Filippello et al, 2019;Ingul et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum

Adams

2021

J Autism Dev Disord

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Children on the autism spectrum miss more school than their peers, but limited work has explored why this may be. This study aimed to document the frequency at which children on the autism spectrum miss half and full days of school and the reasons for these absences. Parents of 106 school-aged children on the autism spectrum completed online questionnaires on rates of school non-attendance, family factors, child anxiety, and parental mental health. On average across a four week period, children missed 6 full days of school. The most common reason for full-day absences was school refusal and for half-day absences was medical/therapy appointments. Parental employment status, increased child age, child anxiety, and differing aspects of parental mental health were identified as correlates of specific subtypes of school non-attendance.

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Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents

Adams,

Stainer,

Simpson

et al. 2023

J Autism Dev Disord

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Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder

Cited by 7 publications

References 28 publications

The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students

The relationship between executive function, neurodevelopmental disorder traits, and academic achievement in university students

Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum

Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents

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