Department of Quantitative and Psychological Foundations, College of Education, The University of Iowa, 600 Blank Honors Center, Iowa City, IA 52242, USA.
J Autism Dev Disord. 2012 Sep;42(9):1781-9. doi: 10.1007/s10803-011-1403-x.
We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.
我们对双重特殊人才（非常高的认知能力和诊断出的残疾，例如自闭症谱系障碍[ASD]）的能力-成就关系了解甚少。本研究的研究问题（N=59）集中在对具有双重特殊才能的学生样本中与能力和教育相关的变量的成就的可预测性上（认知能力为 120[91 百分位]或更高，并且被诊断为 ASD）。我们确定 WISC-IV 工作记忆和处理速度指数均与数学、阅读和书面语言成绩呈显著正相关。WISC 知觉推理指数可唯一预测口语语言测试成绩。出乎意料的发现是，ASD 诊断、言语理解指数和学术加速形式与因变量无关。
