The role of attention in learning for pupils with and without autism

摘要: In this thesis, an in-depth investigation into the relationship between attention abilities and learning in primary school aged children with without Autism Spectrum Disorder (ASD) was conducted. This began using standardised assessments of academic achievement to enable measurement while taking age account (Study 1). Divided related reading maths for autistic pupils played a role defining different profiles achievement. Subgroups better or poorer divided showed within-domain strengths maths. Further analysis revealed that similar existed transdiagnostically, highlighting importance considering ASD alongside TD children, as opposed groups. To consider real-world manifestation these relationships, Study 2 used measures represented classroom-based learning. included eye tracking real-time measure, videos short lessons stimulate learning, computer-based measure abilities. Sustained transdiagnostically important attending relevant information during lesson (i.e. looking at teacher), from lesson. Autistic benefited allocating visual teacher lessons, but not true children. Several could successfully complete eye-tracking task, initial suggested due differences cognitive ability behaviour. indicated within group heterogeneity, well other factors play. The final two studies therefore aimed impacting on ASD, beginning qualitative exploration context 3). Semi-structured interviews teachers complexity relationship, particular focus roles anxiety sensory processing difficulties. 4 investigated quantitatively parent-report processing, which ultimately reinforced findings 3. increased levels were achievement, suggesting both play classroom. Sensory symptoms indirect role, they achievement. Taken together, mixed methods thesis provided rich comprehensive understanding ASD. Throughout theoretical practical implications are discussed, addition suggestions accounting heterogeneity group.