A typically developing student’s perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.
CITATION STYLE
McCauley, J. B., Zajic, M. C., Oswald, T. M., Swain-Lerro, L. E., McIntyre, N. C., Harris, M. A., … Solomon, M. (2018). Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(5), 1825–1832. https://doi.org/10.1007/s10803-017-3403-y
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