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Understanding the Relationship between Executive Functions and Intelligence Quotient with Academic Performance of Students Diagnosed with Level 1, Autism Spectrum Disorders (ASD)
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Marzie Alizade   , Sayed Abbas Haghayegh * 1 |
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Abstract: (4734 Views) |
| Objective: The executive functions and intelligence quotient are two major and different cognitive capabilities that have important impacts on life of students with level 1 autism diagnosis. This study was conducted to examine the relationship between executive functions and intelligence quotient with academic performance of students diagnosed with level 1 autism. Method: This research was a correlational study. The population consisted of all students with level 1 autism in the autism rehabilitation centers of city of Isfahan. Using convenience sampling approach, after consideration of inclusion/exclusion criteria, 27 students with level 1 autism were selected. The instruments included Wisconsin Card Sorting Test, Brief form of Fourth edition of Wechsler Intelligence Scale for Children. The collected data were analyzed using SPSS-21 through logistic regression, Spearman’s correlation and Cohen effect size. Results: The results of regression analysis showed no significant relationship between executive functions and intelligence with academic development; however, Spearman’s correlation showed a significant relationship between some indexes of executive functions and practical-spatial intelligence factor with academic performance (P≤0. 05). Conclusion: The results of this study stressed the considerable importance of some executive functions (such as perseveration and classification) and practical-spatial intelligence factor on academic performance in comparison with other indexes. |
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| Keywords: Executive functions, Intelligence quotient, Academic performance, Level 1 autism |
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Full-Text [PDF 238 kb]
(2603 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2016/10/30 | Accepted: 2016/12/19 | Published: 2017/02/21
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