University College London, UK, and Ministry of Education, Singapore.
Autism. 2013 Mar;17(2):172-83. doi: 10.1177/1362361311409960. Epub 2011 Jun 29.
Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed.
中央连贯指的是一种内在倾向，即形成广泛刺激下有意义的联系，并尽可能广泛地概括各种情境。在自闭症儿童中，这种能力会减弱，先前曾使用学习的静态测量方法，如阅读理解测试成绩，观察到自闭症儿童的中央连贯缺陷的影响。在这项研究中，研究了中央连贯与更具动态性的学习指标之间的关系。分析了 52 名自闭症儿童（平均年龄 9:10 岁）在中央连贯测试和动态评估任务中的反应。所有儿童在调解后动态评估测试分数均有显著提高；然而，在那些非言语智力得分低于平均水平的儿童中，较弱的中央连贯与教学后表现提高较小显著相关。讨论了动态评估对自闭症儿童的有效性的影响。
