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A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

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Abstract

The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.

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Acknowledgments

This research was supported by the National Institute of Mental Health, through grant 1R01MH085904; the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100129 to the Regents of the University of California; and UC Davis Department of Psychiatry, Lisa Capps Endowment for Research on Neurodevelopmental Disorders (P. Mundy, PI). We are very grateful for the important contributions participating families have made towards this study.

Authors’ Contributions

NM participated in the design and coordination of the study, acquired data, and oversaw statistical analyses, interpretation, and drafting and revision of the manuscript; ES participated in the design and interpretation of statistical analyses, and made a substantial contribution to the drafting and revision of the manuscript; RG designed, directed and performed statistical analyses, created tables and figures, and participated in the drafting and revision of the manuscript; LL participated in the design and coordination of the study and acquired data; JG collaborated on paper methodology and performed statistical analyses; PM conceived of the study, directed its design and coordination, and participated in the drafting of the manuscript. All authors read and approved the final manuscript.

Funding

This study was funded by NIMH 1RO1MH085904, IES R324A110174, and the UC Davis Department of Psychiatry, Lisa Capps Endowment for Research on Neurodevelopmental Disorders (P. Mundy, PI).

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Authors and Affiliations

  1. School of Education, University of California, Davis, 1 Shields Ave, Davis, CA, 95616, USA

    Nancy S. McIntyre, Emily J. Solari, Ryan P. Grimm, Lindsay E. Lerro & Peter C. Mundy

  2. Department of Psychology, University of Massachusetts, Lowell, USA

    Joseph E. Gonzales

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  1. Nancy S. McIntyre
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  2. Emily J. Solari
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  3. Ryan P. Grimm
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  4. Lindsay E. Lerro
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  5. Joseph E. Gonzales
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  6. Peter C. Mundy
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Corresponding author

Correspondence to Nancy S. McIntyre.

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All the authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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McIntyre, N.S., Solari, E.J., Grimm, R.P. et al. A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity. J Autism Dev Disord 47, 1086–1101 (2017). https://doi.org/10.1007/s10803-017-3029-0

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