Does Central Coherence Relate to the Cognitive Performance of Children with Autism in Dynamic Assessments?
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| Title: | Does Central Coherence Relate to the Cognitive Performance of Children with Autism in Dynamic Assessments? |
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| Language: | English |
| Authors: | Aljunied, Mariam, Frederickson, Norah |
| Source: | Autism: The International Journal of Research and Practice. Mar 2013 17(2):172-183. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism, Children, Generalization, Cognitive Ability, Evaluation Methods, Intelligence Quotient, Foreign Countries, Visual Perception, Cues, Teaching Methods |
| Geographic Terms: | Singapore |
| Assessment and Survey Identifiers: | Childrens Embedded Figures Test, Wechsler Intelligence Scale for Children |
| DOI: | 10.1177/1362361311409960 |
| ISSN: | 1362-3613 |
| Abstract: | Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. (Contains 1 table and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 34 |
| Entry Date: | 2014 |
| Accession Number: | EJ1009484 |
| Database: | ERIC |
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| Abstract: | Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. (Contains 1 table and 3 figures.) |
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| ISSN: | 1362-3613 |
| DOI: | 10.1177/1362361311409960 |
