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Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students

Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adu...

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Autores principales: Dijkhuis, Renée, de Sonneville, Leo, Ziermans, Tim, Staal, Wouter, Swaab, Hanna
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7101287/
https://www.ncbi.nlm.nih.gov/pubmed/31939082
http://dx.doi.org/10.1007/s10803-019-04267-8
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author Dijkhuis, Renée
de Sonneville, Leo
Ziermans, Tim
Staal, Wouter
Swaab, Hanna
author_facet Dijkhuis, Renée
de Sonneville, Leo
Ziermans, Tim
Staal, Wouter
Swaab, Hanna
author_sort Dijkhuis, Renée
collection PubMed
description Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (M(age) = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.
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spelling pubmed-71012872020-03-30 Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students Dijkhuis, Renée de Sonneville, Leo Ziermans, Tim Staal, Wouter Swaab, Hanna J Autism Dev Disord Original Paper Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (M(age) = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. Springer US 2020-01-14 2020 /pmc/articles/PMC7101287/ /pubmed/31939082 http://dx.doi.org/10.1007/s10803-019-04267-8 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0 (http://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Dijkhuis, Renée
de Sonneville, Leo
Ziermans, Tim
Staal, Wouter
Swaab, Hanna
Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title_full Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title_fullStr Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title_full_unstemmed Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title_short Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students
title_sort autism symptoms, executive functioning and academic progress in higher education students
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7101287/
https://www.ncbi.nlm.nih.gov/pubmed/31939082
http://dx.doi.org/10.1007/s10803-019-04267-8
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