{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T08:08:11Z","timestamp":1791274091310,"version":"4.1.0"},"reference-count":40,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2017,9,26]],"date-time":"2017-09-26T00:00:00Z","timestamp":1506384000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/100000025","name":"National Institute of Mental Health","doi-asserted-by":"publisher","award":["R01 MH81873\u201001A1"],"award-info":[{"award-number":["R01 MH81873\u201001A1"]}],"id":[{"id":"10.13039\/100000025","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2018,3]]},"abstract":"<jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>\n                      This study examined early predictors of and changes in school\u2010age academic achievement and class placement in children referred for autism spectrum disorder (\n                      <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content>\n                      ) at age 2.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>\n                      Of 111\n                      <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content>\n                      referrals, 74 were diagnosed with\n                      <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content>\n                      at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average\/above average\n                      <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\n                      showed below\/low average achievement in at least one academic domain. Children who remained in general education\/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      Many children with\n                      <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content>\n                      achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long\u2010term academic development.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12808","type":"journal-article","created":{"date-parts":[[2017,9,26]],"date-time":"2017-09-26T07:34:07Z","timestamp":1506411247000},"page":"258-267","source":"Crossref","is-referenced-by-count":129,"title":["Longitudinal follow\u2010up of academic achievement in children with autism from age 2 to 18"],"prefix":"10.1111","volume":"59","author":[{"given":"So Hyun","family":"Kim","sequence":"first","affiliation":[{"name":"Department of Psychiatry Center for Autism and the Developing Brain Weill Cornell Medicine White Plains NY USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Vanessa H.","family":"Bal","sequence":"additional","affiliation":[{"name":"Department of Psychiatry Weill Institute for Neurosciences University of California San Francisco San Francisco CA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Catherine","family":"Lord","sequence":"additional","affiliation":[{"name":"Department of Psychiatry Center for Autism and the Developing Brain Weill Cornell Medicine White Plains NY USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,9,26]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12178"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-011-1403-x"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/1362361315575840"},{"key":"e_1_2_9_5_1","doi-asserted-by":"crossref","DOI":"10.4324\/9781410607218","volume-title":"The development of arithmetic concepts and skills: Constructive adaptive expertise","author":"Baroody A.J.","year":"2013"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0026644"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2009-0958"},{"key":"e_1_2_9_8_1","unstructured":"Department of Education 2016"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.43.6.1428"},{"key":"e_1_2_9_10_1","volume-title":"DAS introductory and technical handbook","author":"Elliott C.D.","year":"1990"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-010-1127-3"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15374424jccp3403_7"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140-6736(10)60587-9"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-009-0892-3"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0016360"},{"key":"e_1_2_9_16_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797614538978"},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2013-3229"},{"key":"e_1_2_9_18_1","unstructured":"Kena G. 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