A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

Nancy S. McIntyre, Emily J. Solari, Ryan P. Grimm, Lindsay E. Lerro, Joseph E. Gonzales, Peter Clive Mundy

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalJournal of Autism and Developmental Disorders
DOIs
StateAccepted/In press - Feb 3 2017

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Autistic Disorder
Reading
Students
Appointments and Schedules
Observation
Language
Psychology
Autism Spectrum Disorder

Keywords

  • Higher functioning autism
  • Language
  • Reading
  • Reading profiles

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism : Distinct Reading Profiles and Their Relation to Autism Symptom Severity. / McIntyre, Nancy S.; Solari, Emily J.; Grimm, Ryan P.; E. Lerro, Lindsay; E. Gonzales, Joseph; Mundy, Peter Clive.

In: Journal of Autism and Developmental Disorders, 03.02.2017, p. 1-16.

Research output: Contribution to journalArticle

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