Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits.

Kirk, Hannah E. and Gray, Kylie and Riby, Deborah M. and Taffe, John and Cornish, Kim M. (2016) 'Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits.', Developmental science., 20 (6). e12468.

Abstract

Despite well-documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to 11 years with IDD and elevated behavioural attention difficulties. Children with autism spectrum disorder (ASD; n = 23), Down syndrome (DS; n = 22), and non-specific intellectual disability (NSID; n = 32) completed computerized visual search and vigilance paradigms. In addition, parents and teachers completed rating scales of inattention and hyperactivity. Concurrent associations between attention abilities and early literacy and numeracy skills were also examined. Children completed measures of receptive vocabulary, phonological abilities and cardinality skills. As expected, the results indicated that all groups had relatively comparable levels of inattentive/hyperactive behaviours as rated by parents and teachers. However, the extent of visual attention deficits varied as a result of group; namely children with DS had poorer visual search and vigilance abilities than children with ASD and NSID. Further, significant associations between visual attention difficulties and poorer literacy and numeracy skills were observed, regardless of group. Collectively the findings demonstrate that in children with IDD who present with homogenous behavioural attention difficulties, at the cognitive level, subtle profiles of attentional problems can be delineated.

Item Type:Article
Full text:(AM) Accepted Manuscript
Download PDF
(391Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1111/desc.12468
Publisher statement:This is the accepted version of the following article: Kirk, Hannah E., Gray, Kylie, Riby, Deborah M., Taffe, John & Cornish, Kim M. (2017). Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits. Developmental Science 20(6): e12468 which has been published in final form at https://doi.org/10.1111/desc.12468. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Date accepted:30 May 2016
Date deposited:08 November 2017
Date of first online publication:21 September 2016
Date first made open access:08 November 2017

Save or Share this output

Export:
Export
Look up in GoogleScholar