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Mendeley readers
Attention Score in Context
| Title |
Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, April 2012
|
| DOI | 10.1007/s10803-012-1534-8 |
| Pubmed ID | |
| Authors |
Carlie J. Park, Gregory W. Yelland, John R. Taffe, Kylie M. Gray |
| Abstract |
This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3-5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardised tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills. |
Mendeley readers
The data shown below were compiled from readership statistics for 185 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | 1% |
| United States | 2 | 1% |
| Netherlands | 1 | <1% |
| Unknown | 180 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 40 | 22% |
| Student > Ph. D. Student | 25 | 14% |
| Student > Doctoral Student | 20 | 11% |
| Researcher | 17 | 9% |
| Student > Bachelor | 15 | 8% |
| Other | 34 | 18% |
| Unknown | 34 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 56 | 30% |
| Social Sciences | 32 | 17% |
| Medicine and Dentistry | 19 | 10% |
| Nursing and Health Professions | 17 | 9% |
| Linguistics | 5 | 3% |
| Other | 13 | 7% |
| Unknown | 43 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. 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 10 February 2013.
All research outputs
#23,010,126
of 25,654,806 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,921
of 5,484 outputs
Outputs of similar age
#160,252
of 175,965 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#46
of 54 outputs
Altmetric has tracked 25,654,806 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,484 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.4. This one is in the 1st percentile – i.e., 1% 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 175,965 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 54 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.