A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism.
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| Title: | A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism. |
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| Authors: | Cheung, W. C., Meadan, H., Xia, Y. |
| Source: | Journal of Autism & Developmental Disorders. Oct2022, Vol. 52 Issue 10, p4505-4518. 14p. 2 Diagrams, 4 Charts. |
| Subjects: | Diagnosis of autism, Special education, Structural equation modeling, Communicative competence, Middle school students, Cognition, Descriptive statistics, Interpersonal relations, Social skills, School children, Motor ability, Parents, Longitudinal method, Children |
| Abstract: | Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-021-05328-7 |
