Maria Finocchiaro

Background: A substantial proportion of children with autism spectrum disorder (ASD) also have an intellectual disability (ID). However, the academic achievement levels of students with ASD and ID (ASD-ID) are poorly documented and known. Method: We systematically reviewed studies on school skills (reading, spelling, and math) in children and adolescents with ASD-ID. The search was conducted in seven bibliographic databases: Embase, Pubmed/MEDLINE, PsycINFO, Cochrane Library, Ebscohost, Proquest, and Scopus until 28 May 2022. Results: We identified 33,750 reports, four of which met the inclusion criteria for the review. The studies, characterized by Level III evidence (non-randomized controlled trials), included 535 students, 266 in the ASD-ID group and 269 in the ASD-no ID group. A random-effects model meta-analysis revealed that students with ASD-ID had significantly lower reading, spelling, and math scores than students with ASD-no ID. The effect sizes associated with reading score differences were large, although with significant heterogeneity; similarly, the effect sizes associated with spelling and math score differences were also large, although to a lesser extent than for reading. Conclusions: The co-presence of ASD and ID is associated with significant deficits in reading, spelling, and math. However, the present meta-analytic results rest on a limited number of studies. This contrasts with the substantial proportion of children with ASD who have ID and highlights the need for further research to fill a significant gap regarding the profile of academic abilities of students with ASD-ID.

Background: Savant syndrome is a rare condition, in which persons with serious intellectual disabilities demonstrate extraordinary capacities or abilities in contrast to their overall disability. This paper presents the savant abilities of a child with autism spectrum disorder, who showed exceptional arithmetic skills and higher word decoding ability. Methods: A protocol of academic skills evaluation was administered. Assessment of calculation skills included tests on written calculations; numerical knowledge indicating the semantic, syntactic and lexical level; and accuracy and speed measurement. Results: Performances in number elaboration showed an adequate access to semantic and verbal number information. In the written and mental calculation task and in fact retrieval, implicating calculation strategies and information retrieval, processes were automatized. Conclusions: The data gathered show that the child’s performance both for number elaboration and calculation procedures is higher than the school grade attended, typical of people with exceptional abilities.

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.