Abstract Fifty‐eight high‐functioning autistic children were assessed during preschool and early school years and followed over a period of 8 years. Early and current psychometric and language tests, parent interviews concerning autistic symptomatology, and direct observations were examined as predictors of the Vineland Adaptive Behavior Scales and scores on standardized achievement tests. Verbal skills emerged as the strongest predictor of social‐adaptive functioning Clear, positive relationships also emerged between intellctual functioning, and academic attainment Early non‐verbal IQ. also showed a positive relationship with outcome. Academic performance appeared considerably stroager than in earher studies.
This report presents an overview of the Vineland Adaptive Behavior Scales and two measures of cognitive ability: the Kaufman Assessment Battery for Children (i.e., sequential an...
The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both pro...
This study examined the characteristics of a cohort of Mexican-American tenth-grade students to determine why some Mexican-American students are academically successful and othe...
Problem/Condition: Autism spectrum disorder (ASD). Period Covered: 2014. Description of System: The Autism and Developmental Disabilities Monitoring (ADDM) Network is an active ...
This issue of the Journal of Negro Education focuses on successful schooling of American black and some other minority students. On the whole, the basic academic achievement of ...
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