A follow-up study of high-functioning autistic children. Academic Article uri icon

Overview

abstract

  • Fifty-eight high-functioning autistic children were assessed during preschool and early school years and followed over a period of 8 years. Early and current psychometric and language tests, parent interviews concerning autistic symptomatology, and direct observations were examined as predictors of the Vineland Adaptive Behavior Scales and scores on standardized achievement tests. Verbal skills emerged as the strongest predictor of social-adaptive functioning. Clear, positive relationships also emerged between intellectual functioning, and academic attainment. Early non-verbal IQ also showed a positive relationship with outcome. Academic performance appeared considerably stronger than in earlier studies.

publication date

  • March 1, 1992

Research

keywords

  • Achievement
  • Autistic Disorder
  • Intelligence
  • Social Adjustment

Identity

Scopus Document Identifier

  • 0026509624

PubMed ID

  • 1577895

Additional Document Info

volume

  • 33

issue

  • 3