| Title |
Planning Skills in Autism Spectrum Disorder Across the Lifespan: A Meta-analysis and Meta-regression
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, February 2017
|
| DOI | 10.1007/s10803-016-3013-0 |
| Pubmed ID | |
| Authors |
Linda M. E. Olde Dubbelink, Hilde M. Geurts |
| Abstract |
Individuals with an autism spectrum disorder (ASD) are thought to encounter planning difficulties, but experimental research regarding the mastery of planning in ASD is inconsistent. By means of a meta-analysis of 50 planning studies with a combined sample size of 1755 individuals with and 1642 without ASD, we aim to determine whether planning difficulties do exist and which factors contribute to this. Planning problems were evident in individuals with ASD (Hedges'g = 0.52), even when taking publication bias into account (Hedges'g = 0.37). Neither age, nor task-type, nor IQ reduced the observed heterogeneity, suggesting that these were not crucial moderators within the current meta-analysis. However, while we showed that ASD individuals encounter planning difficulties, the bias towards publishing positive findings restricts strong conclusions regarding the role of potential moderators. |
X Demographics
The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 20% |
| United Kingdom | 1 | 20% |
| Unknown | 3 | 60% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 5 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 130 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | <1% |
| Unknown | 129 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 24 | 18% |
| Student > Master | 19 | 15% |
| Student > Ph. D. Student | 16 | 12% |
| Researcher | 13 | 10% |
| Student > Doctoral Student | 11 | 8% |
| Other | 19 | 15% |
| Unknown | 28 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 56 | 43% |
| Social Sciences | 10 | 8% |
| Nursing and Health Professions | 8 | 6% |
| Neuroscience | 6 | 5% |
| Arts and Humanities | 4 | 3% |
| Other | 12 | 9% |
| Unknown | 34 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 26 October 2020.
All research outputs
#13,339,169
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,208
of 5,240 outputs
Outputs of similar age
#199,872
of 426,069 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#57
of 97 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 43rd percentile – i.e., 43% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 38th percentile – i.e., 38% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 426,069 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 52% of its contemporaries.
We're also able to compare this research output to 97 others from the same source and published within six weeks on either side of this one. This one is in the 41st percentile – i.e., 41% of its contemporaries scored the same or lower than it.