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Springer, Journal of Autism and Developmental Disorders, 4(50), p. 1353-1363, 2020

DOI: 10.1007/s10803-019-04267-8

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Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students

Journal article published in 2020 by Renée Dijkhuis ORCID, Leo de Sonneville, Tim Ziermans ORCID, Wouter Staal, Hanna Swaab ORCID
This paper is made freely available by the publisher.
This paper is made freely available by the publisher.

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Abstract

AbstractMany students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.