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How I Attend--Not How Well Do I Attend: Rethinking Developmental Frameworks of Attention and Cognition in Autism Spectrum Disorder and Typical Development

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Title: How I Attend--Not How Well Do I Attend: Rethinking Developmental Frameworks of Attention and Cognition in Autism Spectrum Disorder and Typical Development
Language: English
Authors: Burack, Jacob A., Russo, Natalie, Kovshoff, Hannah
Source: Journal of Cognition and Development. 2016 17(4):553-567.
Availability: Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Autism, Pervasive Developmental Disorders, Attention, Child Development, Parents, Disabilities, Theories, Research, Cues, Environmental Influences, Neurology, Physiology
DOI: 10.1080/15248372.2016.1197226
ISSN: 1524-8372
Abstract: Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We provide examples from behavioral and physiological research in which performance on attention tasks is not solely a function of abilities, or disabilities, per se but rather is also a function of the ways in which they are implemented. Thus, the study of attention both among persons with ASD and in typical development might best be recast in terms of the question of "how" rather than "how well."
Abstractor: As Provided
Number of References: 69
Entry Date: 2016
Accession Number: EJ1115003
Database: ERIC
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Abstract:Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We provide examples from behavioral and physiological research in which performance on attention tasks is not solely a function of abilities, or disabilities, per se but rather is also a function of the ways in which they are implemented. Thus, the study of attention both among persons with ASD and in typical development might best be recast in terms of the question of "how" rather than "how well."
ISSN:1524-8372
DOI:10.1080/15248372.2016.1197226