Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development |
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| Institution: | 1. School of Education, One Shields Avenue, University of California, Davis, 95616, USA;2. UC Davis Medical Investigations of Neurodevelopmental Disorders (MIND) Institute, 2825 50th Street, Sacramento, California, 95817, USA;3. Department of Psychology, University of Cambridge, Downing Street, Cambridge, CB3EB, UK;4. School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK;5. Tasha M. Oswald is now at Portia Bell Hume Behavioral Health and Training Center, 5776 Stoneridge Mall Road, Suite 340, Pleasanton, California, 94588, USA;6. Lindsay E. Lerro is now at The Swain Center, 795 Farmers Lane #23, Santa Rosa, California, 95405, USA;1. Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy;2. Centre for Family Research, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK;1. School of Psychological Sciences, University of Manchester, Oxford Road, Manchester M13 9PL, UK;2. Speech and Language Therapy Department, Royal Hospital for Sick Children, Edinburgh, UK;3. Institute of Health and Society, Newcastle University, St Thomas Street, Newcastle-Upon-Tyne NE1 7RU, UK;1. The University of Texas at Austin, College of Education SZB 228, 1912 Speedway D4900, Austin, TX 78712, United States;2. University of North Carolina at Charlotte, Department of Special Education and Child Development, 9201 University City Blvd., Charlotte, NC 28223, United States;1. Department of Psychology and Human Development, Institute of Education, University of London, UK;2. Institute of Education, University of Reading, UK;3. Department of Psychology, King''s College London, Institute of Psychiatry, UK;4. Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, UK;1. The Ohio State University, Crane Center for Early Childhood Research and Policy, United States;2. Department of Early Childhood, Physical, and Special Education, University of Toledo, United States |
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| Abstract: | BackgroundMany individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD.Method70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors.ResultsThe TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension.ConclusionsThis study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. |
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| Keywords: | ASD Social cognition Theory of mind Oral language Reading comprehension |
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