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It is well established that social impairments are directly related to autism spectrum disorders (ASD). However, there has been limited research regarding academic achievement in children with ASD. Studies have shown a relationship between social competence, problem behavior, and academic achievement in typically developing children and children with developmental delays without autism (DD), yet it remains unclear how these may relate in children with ASD.
Objectives:
This study aims to (1) compare academic achievement in 9-year-olds with ASD and DD, (2) investigate whether social functioning and problem behaviors at age 6 predict academic achievement in children with ASD at age 9, (3) examine whether social functioning and problem behaviors at age 9 are associated with academic achievement at age 9.
Methods:
Participants were children diagnosed with ASD (n=32) or DD (n=17) with an IQ greater than or equal to 70. Data for this study was collected during a larger longitudinal study that investigated early predictors of outcomes in ASD. Social functioning and problem behaviors were measured using the Battelle Developmental Inventory (teacher and parent report) and the Social Skills Rating System (teacher report) at age 6 and 9. Academic achievement and IQ were measured using the Differential Ability Scale at age 9.
Results:
Children in the ASD group demonstrated higher academic achievement scores in spelling, word reading and basic number skills compared with same-age children in the DD group. Within the ASD group, when controlling for IQ, fewer problem behaviors at age 6 were predictive of better spelling and word reading abilities at age 9. Basic number skills at age 9 were not associated with social or behavioral functioning at age 6. Within the ASD group, when controlling for IQ, no relationship was found between social and behavioral functioning at age 9 and academic achievement at age 9. Further analyses will extend this investigation of the relationship between academic achievement and social and behavioral functioning.
Conclusions:
Preliminary results suggest that children with ASD demonstrate higher academic achievement when compared with same-aged children with DD, even when controlling for IQ. There was a significant relationship between behavior problems at age 6 and academic achievement in spelling and word reading at age 9. This suggests that behavior regulation may set the stage for increased academic success in children with ASD. Future research exploring the relationship between academic achievement, behavior regulation and social competence may provide a basis for new educational and intervention strategies.