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9 a.m. - 6 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 6 p.m.
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9 a.m. - 6 p.m.
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9 a.m. - 6 p.m.
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Cognitive indicators of different levels of special educational support needs in autism.
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- Author(s): Aljunied, Mariam; Frederickson, Norah
- Source:
Research in Autism Spectrum Disorders; Jan2011, Vol. 5 Issue 1, p368-376, 9p- Subject Terms:
- Source:
- Additional Information
- Abstract: Abstract: Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Research in Autism Spectrum Disorders is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)
- Abstract:
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