Department of Psychiatry & Behavioral Sciences, University of California-Davis, 2230 Stockton Blvd, Sacramento, CA, 95817, USA.
University of California Davis Health System, MIND Institute, 2825 50th Street, Sacramento, CA, 95817, USA.
J Autism Dev Disord. 2018 May;48(5):1825-1832. doi: 10.1007/s10803-017-3403-y.
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.
一般发展学生对自身能力（学业自我概念）的感知，可预测其日后的学业成就。然而，对于自闭症谱系障碍（ASD）青少年的学业自我概念，我们知之甚少。为了了解学生的数学自我概念和阅读自我概念是否能预测他们的表现，研究人员对 44 名学龄期 ASD 儿童和青少年以及 36 名年龄匹配的典型发育个体（TYP）进行了评估，他们评估了自己的数学和阅读能力，并进行了标准化成就测试。结果表明，在 TYP 组中，自我概念可以预测数学和阅读成绩。对于 ASD 青少年，只有在数学方面，自我概念与表现之间才存在一致性。这些发现表明，教育者在解释 ASD 学生的阅读能力自我评估时应谨慎。
