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https://www.cdc.gov/ncbddd/autism/data.html. Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. https://doi.org/10.1177/014662168801200410, https://doi.org/10.1016/j.biopsych.2004.12.014, https://doi.org/10.1007/s10803-010-1127-3, https://doi.org/10.1007/s10803-014-2135-5, https://doi.org/10.1007/s10803-014-2169-8, https://doi.org/10.1016/j.tics.2012.01.006, https://doi.org/10.1007/s11065-008-9077-7, https://doi.org/10.1080/13803390903164363, https://doi.org/10.1080/08856257.2011.597172, https://doi.org/10.1007/s10803-013-1766-2, https://doi.org/10.1007/s10803-007-0410-4, https://doi.org/10.1007/s10803-013-1807-x, https://doi.org/10.1080/13803395.2010.518597, https://doi.org/10.1007/s10803-017-3371-2, https://doi.org/10.1007/s10803-017-3296-9, https://doi.org/10.1007/s10734-004-6361-1, https://doi.org/10.1016/j.jaac.2012.08.024, https://doi.org/10.1007/s00787-015-0689-1, https://doi.org/10.1007/s10803-014-2324-2, https://doi.org/10.1007/s10803-010-1170-0, https://doi.org/10.1007/s10803-015-2655-7, https://doi.org/10.1007/s10803-017-3236-8, https://doi.org/10.1016/j.ridd.2016.05.010, https://doi.org/10.1007/s10803-017-3104-6, https://doi.org/10.1007/s00426-011-0399-3, http://creativecommons.org/licenses/by/4.0, https://doi.org/10.1007/s10803-019-04267-8. https://doi.org/10.1007/s10803-017-3104-6.

(2010). Autism,15(6), 683–701. https://doi.org/10.1080/13803395.2010.518597. https://doi.org/10.1007/s10803-010-1170-0. Journal of Autism and Developmental Disorders,38(3), 428–439. The Academic Progress Rate (APR) is a term-by-term measure of eligibility and retention for Division I student-athletes that was developed as an early indicator of eventual graduation rates. Denney, D. A., Ringe, W. K., & Lacritz, L. H. (2015).

Archives of Clinical Neuropsychology,30(5), 404–412. reading and science) while inhibition, another executive function, is especially important for math in adolescence. Journal of Autism and Developmental Disorders,43(12), 2764–2778. The ASD group was recruited through Stumass; a non-profit organization providing services for students with ASD who are enrolled in university programs or universities of higher professional education.

Wolf, L. E., Brown, J. T., & Bork, G. R. K. (2009). (2014). Correspondence to https://doi.org/10.1007/s10803-019-04267-8, DOI: https://doi.org/10.1007/s10803-019-04267-8, Over 10 million scientific documents at your fingertips, Not logged in They suggest that the logical and systematic aspects of computers and other information technologies strongly appeal to the cognitive processing strengths in rule-based, logical, and systematic thinking possessed by many people with ASD. In addition, they were asked to fill out online questionnaires afterwards.

By adding working memory in the third step the explained variance increased with 5.4% to 25.4%.

Also, they reported improved EF skills, academic-related skills, understanding of how to access resources and supports on campus, and social understanding. The task model predicts that the memory score will be lower when the order criterion is applied. https://doi.org/10.1016/j.ridd.2016.05.010. Satisfactory Academic Progress Effective Fall 2015 Traditional Undergraduate Students (effective Fall 2015) School of Professional Students Undergraduate Students (effective Fall 2015) Graduate Student (effective Spring 2015) All students must maintain Satisfactory Academic Progress as one of the eligibility criteria for financial aid. Fifty-four young adults with ASD (Mage = 22.48, SD = 2.43) were recruited for this study, which is part of a study measuring cognitive and behavioral functioning, academic progress and quality of life in higher education students with ASD. https://doi.org/10.1007/s10803-014-2135-5. In line with our expectations, it was found that when taking autism into account, self-reported daily EF contributes to the prediction of academic progress, with self-reported abilities of planning and organizing being the best predictor of academic progress in young adults with ASD. Autism,3(3), 229–254.

Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Nevertheless, referring to the 95% CI from the bootstrap analysis, the point estimates of B are compatible with the idea that poorer performance-based EF is associated with poorer academic progress. Assumptions for linear regression analysis (normality, linearity, multicollinearity and homogeneity of variance) were met. https://doi.org/10.1037/a0031299. Journal of Autism and Developmental Disorders Significant correlations with academic progress also emerged for some scales of the BRIEF-A, ordered from strong to moderate correlations: plan/organize (r = − .57, p < .001), initiate (r = − .49, p = .002), total score (r = − .45, p = .005), task monitor (r = − .40, p = .014) and working memory (r = − .38, p = .021). These negative correlations indicate that a higher autism score and poorer daily EF were associated with poorer academic progress. The BRIEF-A has demonstrated reliability, validity, and clinical utility as an ecologically sensitive measure of EF in healthy individuals and also those presenting with a range of psychiatric and neurological conditions (Roth et al. (2013). 2009) and the current findings add to the growing evidence suggesting that EF deficits are of relevance in autism in adulthood (Wallace et al.

Molecular Psychiatry,23(5), 1198–1204. Some limitations of our study need to be mentioned. Autism spectrum disorders: A meta-analysis of executive function. (2017) showed that young adults with autism in postsecondary education who display impaired behavioral regulation (self-reported inhibitory control, shifting, and emotional control) were more likely to earn lower grades than students with autism who reported typical behavioral regulation. To increase generalizability, both males and females were included (72% male). Alverson, C. Y., Lindstrom, L. E., & Hirano, K. A. Understanding executive control in autism spectrum disorders in the lab and in the real world. To provide the education required for a global economy, schools will be equipped with high-quality curriculum, lessons, assessments, and intervention systems. Google Scholar. Onderzoek naar de cognitieve en academische vaardigheden van studenten met een autismespectrumstoornis in het hoger onderwijs. The sample characteristics for the remaining participants regarding sex, age, estimated IQ, academic progress and autism symptom severity are given in Table 1. https://doi.org/10.1007/s10803-017-3236-8. EF encompasses a broad range of higher-order cognitive functions supporting abstract reasoning, decision making and social regulation (e.g. How to View Your Academic Progress Quick Reference Guide (342.63 KB) How to View Your Academic Progress - Look Ahead. Disability Studies Quarterly. Looking at the GPA at the time of the follow-up in the current study, it was found that number of credits earned and GPA are strongly correlated (r = .59, p < .001). Lisse: Swets and Zeitlinger. Psychological Research,77(2), 147–154. IQ levels were estimated with the V-BD short form of the Dutch version of the Wechsler Adult Intelligence Scale-Fourth Edition, based on the Vocabulary and Block design subtests (WAIS-IV 2008). Ziermans, T., Swaab, H., Stockmann, A., de Bruin, E., & van Rijn, S. (2017).

https://doi.org/10.1023/a:1024944226971. Tijdschrift voor neuropsychologie, 10. The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Amsterdam Neuropsychological Tasks: A computer aided assessment program. Intergenerational transmission of subthreshold autistic traits in the general population. The SRS consists of 65 questions with higher scores indicating more social impairment and more severe ASD traits. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

PubMed Central  Rosenthal, M., Wallace, G. L., Lawson, R., Wills, M. C., Dixon, E., Yerys, B. E., et al. (2009), planning, organizing and timely completion of assignments are among the most challenging aspects of higher education for students with ASD. https://doi.org/10.1037/h0024963. Formal thought disorder and executive functioning in children and adolescents with autism spectrum disorder: Old leads and new avenues.

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