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Journal of Autism and Developmental Disorders

Gepubliceerd in:

13-12-2023 | Original Paper

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

Auteurs: Dawn Adams, Matt Stainer, Kate Simpson, Jessica Paynter, Marleen Westerveld

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2025

Abstract

In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile × time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports.

vorige artikel Psychotropic Medication Use in Children and Youth with Autism Enrolled in Medicaid

volgende artikel Impact of Receiving Genetic Diagnoses on Parents’ Perceptions of Their Children with Autism and Intellectual Disability

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Titel: Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents
Auteurs: Dawn Adams
Matt Stainer
Kate Simpson
Jessica Paynter
Marleen Westerveld
Publicatiedatum: 13-12-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2025
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-023-06186-1

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

Abstract

Andere artikelen Uitgave 1/2025

Impact of Receiving Genetic Diagnoses on Parents’ Perceptions of Their Children with Autism and Intellectual Disability

Motor Signature Differences Between Autism Spectrum Disorder and Developmental Coordination Disorder, and Their Neural Mechanisms

To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits?

Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents

Siblings FORWARD: Development of a New Program to Engage Siblings of Autistic Adults in Future Planning

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Welkom bij Scalda & Bohn Stafleu van Loghum

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Abstract

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Impact of Receiving Genetic Diagnoses on Parents’ Perceptions of Their Children with Autism and Intellectual Disability

Motor Signature Differences Between Autism Spectrum Disorder and Developmental Coordination Disorder, and Their Neural Mechanisms

To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits?

Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents

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