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Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents.

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Title: Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents.
Authors: Adams, Dawn, Stainer, Matt, Simpson, Kate, Paynter, Jessica, Westerveld, Marleen
Source: Journal of Autism & Developmental Disorders. Jan2025, Vol. 55 Issue 1, p267-283. 17p.
Subjects: Psychology of teachers, Research funding, Autism, High school students, Students with disabilities, Motivation (Psychology), Latent structure analysis, Longitudinal method, Teenagers' conduct of life, Academic achievement, Social skills, School children, Asperger's syndrome, National competency-based educational tests, Interpersonal relations, Psychosocial factors, Child behavior, Adolescence, Children
Geographic Terms: Australia
Abstract: In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile × time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. [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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  Data: Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Jan2025, Vol. 55 Issue 1, p267-283. 17p.
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  Data: In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed the Academic Competences Evaluation Scales for autistic children in primary and secondary educational settings annually for 5 years. Latent profile analysis identified six profiles in the primary/younger cohort and seven in the secondary/older cohort. Whilst some profiles showed relative stability across skills and enablers, others profiles were more variable. The profiles remained stable and significantly different from each other over time, with no profile × time interactions identified. Autistic children may show variability across their academic skills and enablers. This highlights the importance of understanding each individual student and their profile of strengths and challenges when planning supports. [ABSTRACT FROM AUTHOR]
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-023-06186-1
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 17
        StartPage: 267
    Subjects:
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Latent structure analysis
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Teenagers' conduct of life
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: National competency-based educational tests
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      – SubjectFull: Interpersonal relations
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Child behavior
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      – SubjectFull: Adolescence
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      – SubjectFull: Children
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      – SubjectFull: Australia
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      – TitleFull: Profiles and Longitudinal Growth Trajectories of Teacher-Rated Academic Skills and Enablers in Autistic Children and Adolescents.
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              Text: Jan2025
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              Y: 2025
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