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Public Article
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Academic Skills in High-Functioning and Low-Functioning Chinese Children with Autism
ISSN: 2292 - 2598
Publisher: author
Academic Skills in High-Functioning and Low-Functioning Chinese Children with Autism
Indexed in
Medical Sciences
ARTICLE-FACTOR
1.3
Article Basics Score: 2
Article Transparency Score: 3
Article Operation Score: 2
Article Articles Score: 2
Article Accessibility Score: 3
SUBMIT PAPER ASK QUESTION
International Category Code (ICC):
ICC-1702
Publisher: Lifescience Global Inc.
International Journal Address (IAA):
IAA.ZONE/2292109622598
eISSN
:
2292 - 2598
VALID
ISSN Validator
Abstract
Early academic skills among Chinese speaking children with ASD were compared to age matched peers who were typically developing and with intellectual disabilities. In general, children with ASD do perform less well on reading comprehension, writing, and math skills. The purpose of the current study was to gather preliminary data on the early academic skills of Chinese children with ASD. The findings indicated that HFA and LFA had less difficulty in acquiring beginning basic-academic skills, but had more difficulty in acquiring advanced academic skills compared to their peers. Yet, the two groups of Chinese students with HFA and LFA performed remarkably alike across the academic skills.
