Quantitative analysis of heterogeneity in academic achievement of children with autism.

ABSTRACT: Autism spectrum disorders (ASD) represent a quintessential example of a clinical population with diverse symptom presentations and marked variation in cognitive abilities. However, the extent literature lacks rigorous quantitative procedures for characterizing heterogeneity of cognitive abilities in these individuals. Here we employ novel clustering and cross-validation procedures to investigate the stability of heterogeneous patterns of cognitive abilities in reading and math in a relatively large sample (N=114) of children with ASD and matched controls (N=96). Our analysis revealed a unique profile of heterogeneity in ASD, consisting of a low-achieving subgroup with poor math skills compared to reading, and a high-achieving subgroup who showed superior math skills compared to reading. Ve

SUBMITTER: Chen L 

PROVIDER: S-EPMC6483392 | biostudies-literature | 2019 Mar

REPOSITORIES: biostudies-literature