Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder

Emily McDougal; Deborah M Riby; Mary Hanley

doi:10.1016/j.ridd.2020.103749

Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder

Res Dev Disabil. 2020 Nov:106:103749. doi: 10.1016/j.ridd.2020.103749. Epub 2020 Aug 25.

Authors

Emily McDougal¹, Deborah M Riby², Mary Hanley³

Affiliations

¹ Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK; Child Life and Health, University of Edinburgh, 20 Sylvan Place, Edinburgh EH9 1UW, UK.
² Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK. Electronic address: deborah.riby@durham.ac.uk.
³ Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK.

PMID: 32858397
DOI: 10.1016/j.ridd.2020.103749

Abstract

Background: Academic outcomes for autistic individuals are heterogeneous, but the reasons for this are unknown. Attention is known to predict learning in typical development, but there is less evidence about this relationship in Autism Spectrum Disorders (ASD), even though attention is reported as atypical in this group.

Aims: To investigate reading and maths achievement profiles for children with and without an ASD, focusing on the role of attention in these profiles and to enable a better understanding of individual differences.

Methods: Reading, maths and attention abilities of 22 autistic children (6-16 years) and 59 TD children (6-11 years) were measured using standardised assessments.

Results: A hierarchical cluster analysis that included all children (N = 81) revealed three distinct transdiagnostic subgroups, characterised by children with good, average, and poorer divided attention and academic achievement respectively. Children with poorer attention and achievement displayed relative weaknesses in maths, while children with average or above-average attention and achievement showed no such weakness.

Conclusions: The findings provide a novel insight into the relationship between attention and achievement and understanding individual differences in ASD and typical development.

Keywords: Academic achievement; Attention; Autism; Heterogeneity; Maths; Reading.

MeSH terms

Academic Success*
Achievement
Attention
Autism Spectrum Disorder*
Child
Educational Status
Humans