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首页> 外文期刊>Journal of Autism and Developmental Disorders >Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder
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Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder

机译：功能强大的自闭症谱系障碍学龄儿童的学业成绩与智力能力之间的差异

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摘要

Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD.
机译：在30名功能较高的9岁自闭症谱系障碍（ASD）儿童的样本中，描述了学业成就模式及其与智力，社交能力和问题行为的关系。已经发现社交能力和问题行为都可以预测典型发展中儿童的学业成绩，但是在ASD儿童中尚未对此进行很好的研究。在9岁时对参与者的学业成绩和智力进行了测试。在6岁和9岁时，通过家长报告评估了行为问题，并通过教师报告对社会行为进行了评估。发现儿童的实际学习成绩与基于其智力的预期成绩之间存在显着差异30名儿童中有27名（90％）。既低于预期又高于预期。在6岁时社交技能得到改善的孩子在9岁时表现出较高的学业成绩，尤其是单词阅读能力。在儿童的问题行为水平和学业成绩之间没有发现任何关系。这些结果表明，大多数具有较高功能的自闭症儿童表现出实际成就水平与他们的智力预测的水平之间存在差异。在某些情况下，儿童的学习成绩高于预期，而在另一些情况下，儿童的学习成绩则低于预期。社交能力的提高可能有助于学习成绩。未来的研究应进一步探讨可促进强劲学业成就的因素，包括研究改善社会功能的干预措施是否可支持ASD儿童的学业成就的研究。

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