This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence.
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The research reported in this paper was supported by IES Grant # IES R324A120168, and the UC Davis Department of Psychiatry Lisa Capps Endowment for Research on Education and Neurodevelopmental Disorders.
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee (UC Davis Office of Research Institutional Review Board (IRB) Protocol 236498-14) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent (parents) and informed assent (children) was obtained from all individual participants included in the study.
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Bullen, J.C., Swain Lerro, L., Zajic, M. et al. A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development. J Autism Dev Disord 50, 4463–4476 (2020). https://doi.org/10.1007/s10803-020-04500-9
- Autism spectrum disorder
- Math achievement
- Academic achievement