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.
Journal article
2020-12-01T00:00:00+00:00
50
4463 - 4476
13
ADHD, Academic achievement, Autism spectrum disorder, Math achievement, Adolescent, Aptitude, Attention Deficit Disorder with Hyperactivity, Autism Spectrum Disorder, Child, Educational Status, Female, Humans, Intellectual Disability, Longitudinal Studies, Male, Mathematical Concepts, Problem Solving