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Direct linkGillespie-Lynch, Kristen; Hotez, Emily; Zajic, Matthew; Riccio, Ariana; DeNigris, Danielle; Kofner, Bella; Bublitz, Dennis; Gaggi, Naomi; Luca, Kavi – Autism: The International Journal of Research and Practice, 2020
The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across…
Descriptors: Writing Skills, Autism, Pervasive Developmental Disorders, College Students
Gillespie-Lynch, Kristen; Hotez, Emily; Zajic, Matthew; Riccio, Ariana; DeNigris, Danielle; Kofner, Bella; Bublitz, Dennis; Gaggi, Naomi; Luca, Kavi – Grantee Submission, 2020
The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across…
Descriptors: Writing Skills, Autism, Pervasive Developmental Disorders, College Students
Loucas, Tom; Riches, Nick; Baird, Gillian; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Charman, Tony – Applied Psycholinguistics, 2013
Spoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied…
Descriptors: Adolescents, Autism, Language Impairments, Word Recognition
Harper-Hill, Keely; Copland, David; Arnott, Wendy – Research in Autism Spectrum Disorders, 2013
The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or…
Descriptors: Identification, Language Aptitude, Autism, Language Impairments
Chen, Fei; Planche, Pascale; Lemonnier, Eric – Research in Autism Spectrum Disorders, 2010
Some early studies showed discordance in cognitive strengths and weaknesses in individuals with high-functioning autism (HFA) or Asperger's syndrome (AS). The present study administered the French version of Colored Raven's Progressive Matrices in 14 children with HFA/AS and in 26 chronological age matched peers with typical development. We found…
Descriptors: Intelligence, Age, Autism, Asperger Syndrome
Goldberg, Edelson Meredyth – Focus on Autism and Other Developmental Disabilities, 2005
The Test of Nonverbal Intelligence-3rd Edition (TONI-3) and the Analogic Reasoning (AR) subscale of the Universal Nonverbal Intelligence Test (UNIT) were administered to 35 individuals with autism to determine whether real-world-knowledge deficits affected intelligence scores. The 2 tests are similar in format; however, the TONI-3 includes only…
Descriptors: Abstract Reasoning, Nonverbal Ability, Intelligence, Intelligence Tests
Chan, Agnes S.; Cheung, Jasmine; Leung, Winnie W. M.; Cheung, Rebecca; Cheung, Mei-Chun – Focus on Autism and Other Developmental Disabilities, 2005
Language impairment is a primary characteristic of children with autism; however, findings on the language deficits of these children have been inconclusive, and even less is known about the language profiles of Chinese-speaking children with autism. The present study examined the verbal expression-comprehension abilities of 46 Chinese children at…
Descriptors: Young Children, Nonverbal Ability, Intelligence, Language Impairments
