Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-04-2013 | Original Paper

A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum

Auteurs: Heather M. Brown, Janis Oram-Cardy, Andrew Johnson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2013

Abstract

This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = −0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension.

vorige artikel Age-Related Variation in Health Service Use and Associated Expenditures Among Children with Autism

volgende artikel Relationship Between Children’s Sleep and Mental Health in Mothers of Children with and Without Autism

Alleen toegankelijk voor geautoriseerde gebruikers

*Åsberg, J. (2010). Patterns of language and discourse comprehension skills in school-aged children with autism spectrum disorders. Scandinavian Journal of Psychology, 51, 534–539.PubMedCrossRef

*Åsberg, J., & Dahlgren-Sandberg, A. (2010). Discourse comprehension intervention for high-functioning students with autism spectrum disorders: Preliminary findings from a school-based study. Journal of Research in Special Educational Needs, 10, 91–98.CrossRef

*Åsberg, J., Dahlgren, S., & Dahlgren-Sandberg, A. (2008). Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder. Research in Autism Spectrum Disorders, 2, 95–109.CrossRef

*Åsberg, J., Kopp, S., Berg-Kelly, K., & Gillberg, C. (2010). Reading comprehension, word reading accuracy and spelling in girls with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language and Communication Disorders, 45, 61–71.PubMedCrossRef

*Ashcraft-Bills, M. A. (2009). Central coherence in autism: A modified approach to studying homographs. Dissertation Abstracts International, 70(08), 130B. (UMI No. 3370966). Retrieved August 10, 2011 from ProQuest Dissertations & Theses (PQDT) database.

Assouline, S. G., Foley Nicpon, M., & Dockery, L. (2012). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1781–1789. PubMedCrossRef

Autism and Developmental (2009a) Disabilities Monitoring (ADDM) Network Surveillance Year 2006 Principal Investigators; Centers for Disease Control and Prevention. Prevalence of autism spectrum disorders: Autism and Developmental Disabilities Monitoring Network, United States, 2006. MMWR Surveillance Summaries, 58(SS10), 1–20. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5810a1.htm#tab3.

Autism and Developmental (2009b)Disabilities Monitoring (ADDM) Network; Centers for Disease Control and Prevention. Community report: Prevalence of the autism spectrum disorders (ASDs) in multiple areas of the United States, 2004 and 2006 (Publication No. CS208997-A). Atlanta, GA: Author. Retrieved from http://www.cdc.gov/ncbddd/autism/states/ADDMCommunityReport2009.pdf.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind?”. Cognition, 21, 37–46.PubMedCrossRef

Behrmann, M., & Kimchi, R. (2003). What does visual agnosia tell us about perceptual organization and its relationship to object perception? Journal of Experimental Psychology: Human Perception and Performance, 29, 19–42.PubMedCrossRef

Bishop, D. (1989). Autism, Asperger’s syndrome and semantic–pragmatic disorder: Where are the boundaries? British Journal of Disorders of Communication, 24, 107–121.PubMedCrossRef

*Booth, R., & Happé, F. (2010). “Hunting with a knife and… fork”: Examining central coherence in autism, attention deficit/hyperactivity disorder, and typical development with a linguistic task. Journal of Experimental Child Psychology, 107, 377–393.PubMedCrossRef

Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis version 2. Englewood, NJ: Biostat.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex: Wiley.CrossRef

Bowler, D. M. (1992). ‘‘Theory of mind’’ in Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 33, 877–893.PubMedCrossRef

*Brent, E., Rios, P., Happé, F., & Charman, T. (2004). Performance of children with autism spectrum disorder on advanced theory of mind tasks. Autism, 8, 283–299.PubMedCrossRef

Brock, J., Norbury, C., Einav, S., & Nation, K. (2008). Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition, 108, 896–904.PubMedCrossRef

Burd, L., & Kerbeshian, J. (1985). Hyperlexia and a variant of hypergraphia. Perceptual and Motor Skills, 60, 940–942.PubMedCrossRef

*Castles, A., Crichton, A., & Prior, M. (2010). Developmental dissociations between lexical reading and comprehension: Evidence from two cases of hyperlexia. Cortex, 46, 1238–1247.PubMedCrossRef

*Cronin, K. A. (2008). Reading skills of children with autism: What role does oral language play in word reading accuracy skills and reading comprehension. Dissertation Abstracts International,69(6), 89A. (UMI Number: 3319320). Retrieved August 4, 2011 from ProQuest Dissertations & Theses (PQDT) database.

Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference-making ability, and their relation to knowledge. Memory and Cognition, 29, 850–859.CrossRef

Chiesi, H. L., Spilich, G. J., & Voss, J. F. (1979). Acquisition of domain-related information in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 257–273.CrossRef

Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletin, 112, 115–159.

Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test, (3rd ed.) (PPVT-III). Circle Pines, MN: American Guidance Service.

*Emerich, D. M., Creaghead, N. A., Grether, S. M., Murray, D., & Grasha, C. (2003). The comprehension of humorous materials by adolescents with high-functioning autism and Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33, 253–257.PubMedCrossRef

*Enoch-Holman, D. (2004). Reading profiles of children with autism and hyperlexia: Toward an explanation of reading comprehension deficits. Dissertation Abstract International, 65(7), 159A. (UMI Number: 3140480). Retrieved August 4, 2011 from ProQuest Dissertations & Theses (PQDT) database.

Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1044–1052.PubMedCrossRef

*Flores, M. M., & Ganz, J. B. (2009). Effects of direct instruction on the reading comprehension of students with autism and developmental disabilities. Education and Training in Developmental Disabilities, 44, 39–53.

Fombonne, E., Zakarian, R., Bennett, A., Meng, L., & McLean-Heywood, D. (2006). Pervasive developmental disorders in Montreal, Quebec, Canada: Prevalence and links with immunizations. Pediatrics, 118(1), 139–150.CrossRef

Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. Journal of Developmental Psychology, 1, 329–342.CrossRef

*Gillott, A., Furniss, F., & Walter, A. (2004). Theory of mind ability in children with specific language impairment. Child Language Teaching and Therapy, 20, 1–11.CrossRef

*Goldstein, G., Minshew, N., & Siegal, D. J. (1994). Age differences in academic achievement in high-functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 671–680.PubMedCrossRef

*Griswold, D. E., Barnhill, G. P., Smith-Myles, B., Hagiwara, T., & Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disorders, 17, 94–102.CrossRef

*Happé, F. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129–154.PubMedCrossRef

*Happé, F. (1997). Central coherence and theory of mind in autism: Reading homographs in context. British Journal of Developmental Psychology, 15, 1–12.CrossRef

*Happé, F., Ehlers, S., Fletcher, P., Frith, U., Johansson, M., Gillberg, C., et al. (1996). ‘Theory of mind’ in the brain. Evidence from a PET scan study of Asperger syndrome. Clinical Neuroscience and Neuropathology, 8, 197–201.

*Heavey, L., Phillips, W., Baron-Cohen, S., & Rutter, M. (2000). The Awkward moments test: A naturalistic measure of social understanding in autism. Journal of Autism and Developmental Disorders, 30, 225–236.PubMedCrossRef

*Huemer, S. V., & Mann, V. (2010). A comprehensive profile of word reading accuracy and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 485–493.CrossRef

Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5–25.PubMedCrossRef

Happé, F., Ronald, A., & Plomin, R. (2006). Time to give up on a single explanation for autism. Nature Neuroscience, 9, 1218–1220.PubMedCrossRef

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.CrossRef

*Jolliffe, T., & Baron-Cohen, S. (1999a). The strange stories test: A replication with high-functioning adults with autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 395–406.PubMedCrossRef

*Jolliffe, T., & Baron-Cohen, S. (1999b). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71, 149–185.PubMedCrossRef

*Jolliffe, T., & Baron-Cohen, S. (2000). Linguistic processing in high-functioning adults with autism or Asperger’s syndrome: Is global coherence impaired? Psychological Medicine, 30, 1169–1187.PubMedCrossRef

*Jones, C. R. G., Happé, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., et al. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23, 718–728.PubMedCrossRef

*Kaland, N., Møller-Nielsen, A., Callesen, K., Lykke-Mortensen, E., Gottlieb, D., & Smith, L. (2002). A new ‘advanced’ test of theory of mind: Evidence from children and adolescents with Asperger syndrome. Journal of Child Psychology and Psychiatry, 43, 517–528.PubMedCrossRef

*Kaland, N., Møller-Nielsen, A., Smith, L., Lykke-Mortensen, E., Callesen, K., & Gottlieb, D. (2005). The Strange Stories test: A replication study of children and adolescents with Asperger syndrome. European Journal of Child and Adolescent Psychiatry, 14(2), 73–82.CrossRef

Kamhi, A., & Catts, H. (2005). Language and reading: Convergences and divergences. In A. Kamhi & H. Catts (Eds.), Language and reading disabilities (2nd ed., pp. 1–25). Boston: Pearson Education, Inc.

Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 209–226). USA: Blackwell Publishing.

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic sub-groups. Language and Cognitive Processes, 16(2–3), 287–308.PubMedCrossRef

Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task. Journal of Child Psychology and Psychiatry, 41, 831–846.PubMedCrossRef

*LaPointe-Speer, L. (2007). Text comprehension as an implicit measure of cognitive functioning in individuals with autism. Dissertation Abstract International,68(07), 103B. (UMI No. 3270270). Retrieved August 10, 2011 from ProQuest Dissertations & Theses (PQDT) database.

*Lindgren, K. A., Folstein, S. E., Tomblin, J. B., & Tager-Flusberg, H. (2009). Language and reading abilities of children with autism spectrum disorders and specific language impairment and their first-degree relatives. Autism Research, 2, 22–38.PubMedCrossRef

*López, B., & Leekam, S. R. (2003). Do children with autism fail to process information in context? Journal of Child Psychology and Psychiatry, 44, 285–300.PubMedCrossRef

Lanter, E., & Watson, L. (2008). Promoting literacy in students with ASD: The basics for the SLP. Language, Speech, and Hearing Services in Schools, 39, 33–43.PubMedCrossRef

Loukusa, S., & Moilanen, I. (2009). Pragmatic inference abilities in individuals with Asperger syndrome or high-functioning autism: A review. Research in Autism Spectrum Disorders, 3, 890–904.CrossRef

*Martin, I., & McDonald, S. (2004). An exploration of causes of non-literal language problems in individuals with Asperger Syndrome. Journal of Autism and Developmental Disorders, 34, 311–328.PubMedCrossRef

*Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Standford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329–341.PubMedCrossRef

Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145–157.CrossRef

Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13, 469–493.PubMedCrossRef

*Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 428–439.PubMedCrossRef

*Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261–270.PubMedCrossRef

*Minshew, N. J., Goldstein, G., & Siegel, D. J. (1995). Speech and language in high-functioning autistic individuals. Neuropsychology, 9, 255–261.CrossRef

*Naples, A. J. (2009). Variability in reading ability. Dissertation Abstract International,71(1), 161A. (UMI Number: 3395801). Retrieved August 4, 2011 from ProQuest Dissertations & Theses (PQDT) database.

*Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.PubMedCrossRef

*Newman, T. M., Macomber, D., Naples, A. J., Babitz, T., Volkmar, F., & Grigorenko, E. L. (2007). Hyperlexia in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 760–774.PubMedCrossRef

Nation, K. (2005). Connections between language and reading. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 41–54). Mahwah, N.J.: Lawrence Erlbaum Associates.

Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders, 25, 21–32.CrossRef

*O’Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115–127.PubMedCrossRef

Ontario Ministry of Education. (2007). Effective educational practices for students with autism spectrum disorders: A resource guide. Toronto, ON: Ontario Ministry of Education. Retrieved on October 22, 2011 from http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf.

*Pijnacker, J., Hagoort, P., Buitelaar, J., Teunisse, J., & Geurts, B. (2009). Pragmatic inferences in high-functioning adults with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 39, 607–618.PubMedCrossRef

Pennington, B. F., & Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283–306.PubMedCrossRef

Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.

Perfetti, C. A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461–469.CrossRef

Perfetti, C. A., Marron, M. A., & Foltz, M. A. (1996). Sources of comprehension failure: Theoretical perspectives and case studies. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 137–165). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Perfetti, C. A., Landi, N., & Oakhill, J. V. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading. Oxford, UK: Blackwell.

R Development Core Team. (2011). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. ISBN 3-900051-07-0, URL http://www.R-project.org/.

Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118, 183–192.CrossRef

Rourke, B., Ahmad, S., Collins, D., Hayman-Abello, B., Sayman-Abello, S., & Warriner, E. (2002). Child clinical/pediatric neuropsychology: Some recent advances. Annual Reviews of Psychology, 53, 309–339.CrossRef

*Saldaña, D., & Frith, U. (2007). Do readers with autism make bridging inferences from world knowledge? Journal of Experimental Child Psychology, 96, 310–319.PubMedCrossRef

Smith, I. M., & Bryson, S. E. (1988). Monozygotic twins concordant for autism and hyperlexia. Developmental Medicine and Child Neurology, 30, 527–535.PubMedCrossRef

Smith-Gabig, C. (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly, 31, 67–85.CrossRef

Snowling, M., & Frith, U. (1986). Comprehension in hyperlexic readers. Journal of Experimental Child Psychology, 42, 392–415.PubMedCrossRef

Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979). Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275–290.CrossRef

Stothers, M., & Klein, P. D. (2010). Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities. Annals of Dyslexia, 60, 209–237.PubMedCrossRef

Stothers, M., & Oram Cardy, J. (2012). Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities. Research in Autism Spectrum Disorders, 6, 519–534.CrossRef

Towgood, K. J., Meuwese, J. D. I., Gilbert, S. J., Turner, M. S., & Burgess, P. W. (2009). Advantages of the multiple case series approach to the study of cognitive deficits in autism spectrum disorder. Neuropsychologia, 47, 2981–2988.PubMedCrossRef

*Turner, V. (2010). Performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. Dissertation Abstract International, 72(2), 65A. (UMI Number: 3434388). Retrieved August 4, 2011 from ProQuest Dissertations & Theses (PQDT) database.

Volden, J. (2004). Nonverbal learning disability: A tutorial for speech-language pathologists. American Journal of Speech-Language Pathology, 13, 1–14.CrossRef

Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–78.CrossRef

Wechsler, D. (1991).Wechsler intelligence scale for children, (3rd ed.) (WISC-III). San Antonio, TX: The Psychological Corporation.

White, S., Hill, E., Happé, F., & Frith, U. (2009). Revisiting the Strange Stories: Revealing mentalizing impairments in autism. Child Development, 80, 1097–1117.PubMedCrossRef

Woodcock, R. W. (1987). Woodcock reading mastery tests-revised (WRMT-R). Circle Pines, MN: American Guidance Service.

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement (WJ-III). Itasca, IL: Riverside Publishing.

*Wahlberg, T., & Magliano, J. (2004). The Ability of High Function Individuals With Autism to Comprehend Written Discourse. Discourse Processes, 38, 119–144.CrossRef

Titel: A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum
Auteurs: Heather M. Brown
Janis Oram-Cardy
Andrew Johnson
Publicatiedatum: 01-04-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1638-1

Editorial

Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism

Brief Report

Inhibition of Return in Response to Eye Gaze and Peripheral Cues in Young People with Asperger’s Syndrome

Original Paper

Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time

Original Paper

Relationship Between Children’s Sleep and Mental Health in Mothers of Children with and Without Autism

original paper

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum

Abstract

Andere artikelen Uitgave 4/2013

Age-Related Variation in Health Service Use and Associated Expenditures Among Children with Autism

Editorial: 2012 in Review

Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism

Inhibition of Return in Response to Eye Gaze and Peripheral Cues in Young People with Asperger’s Syndrome

Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time

Relationship Between Children’s Sleep and Mental Health in Mothers of Children with and Without Autism

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Age-Related Variation in Health Service Use and Associated Expenditures Among Children with Autism

Editorial: 2012 in Review

Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism

Inhibition of Return in Response to Eye Gaze and Peripheral Cues in Young People with Asperger’s Syndrome

Syndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time

Relationship Between Children’s Sleep and Mental Health in Mothers of Children with and Without Autism