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  • Title: Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.
    Author: McCauley JB, Zajic MC, Oswald TM, Swain-Lerro LE, McIntyre NC, Harris MA, Trzesniewski K, Mundy PC, Solomon M.
    Journal: J Autism Dev Disord; 2018 May; 48(5):1825-1832. PubMed ID: 29168089.
    Abstract:
    A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.
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