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What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors.

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Title: What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors.
Authors: Fernández-Cobos, Raúl (AUTHOR), Polo-Blanco, Irene (AUTHOR), Castroviejo, Elena (AUTHOR), Juncal-Ruiz, Maria (AUTHOR), Vicente, Agustín (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Jun2026, Vol. 56 Issue 6, p2136-2147. 12p.
Subjects: Disabilities, Pearson correlation (Statistics), Cross-sectional method, Statistical correlation, Mathematics, Data analysis, Grammar, Children with disabilities, Autism, Descriptive statistics, Linguistics, Child development, Analysis of variance, Statistics, Asperger's syndrome, Cognition, Learning disabilities, Regression analysis
Abstract: This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants' cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Jun2026, Vol. 56 Issue 6, p2136-2147. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Pearson+correlation+%28Statistics%29%22">Pearson correlation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
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  Data: This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants' cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10803-025-06726-x
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 12
        StartPage: 2136
    Subjects:
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Data analysis
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      – SubjectFull: Grammar
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      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Descriptive statistics
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      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Child development
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Regression analysis
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      – TitleFull: What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors.
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              Text: Jun2026
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              Y: 2026
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