| Title |
Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2011
|
| DOI | 10.1007/s10803-011-1403-x |
| Pubmed ID | |
| Authors |
Susan G. Assouline, Megan Foley Nicpon, Lori Dockery |
| Abstract |
We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables. |
X Demographics
The data shown below were collected from the profiles of 2 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 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 50% |
| Scientists | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 276 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | <1% |
| Japan | 1 | <1% |
| China | 1 | <1% |
| France | 1 | <1% |
| Unknown | 271 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 45 | 16% |
| Student > Ph. D. Student | 41 | 15% |
| Student > Doctoral Student | 30 | 11% |
| Student > Bachelor | 26 | 9% |
| Researcher | 22 | 8% |
| Other | 52 | 19% |
| Unknown | 60 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 88 | 32% |
| Social Sciences | 43 | 16% |
| Medicine and Dentistry | 16 | 6% |
| Nursing and Health Professions | 8 | 3% |
| Neuroscience | 8 | 3% |
| Other | 40 | 14% |
| Unknown | 73 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. 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 27 November 2011.
All research outputs
#15,646,934
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,849
of 5,240 outputs
Outputs of similar age
#164,650
of 245,461 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#34
of 45 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 32nd percentile – i.e., 32% 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 23rd percentile – i.e., 23% 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 245,461 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 45 others from the same source and published within six weeks on either side of this one. This one is in the 20th percentile – i.e., 20% of its contemporaries scored the same or lower than it.