APS
31st APS Annual Convention · 2019
Indirect Effects of Task-Switching on Reading Comprehension Via Decoding Skills Among Adolescents with ASD
- Teresa Ober
University of Notre Dame - Maya Rose
The Graduate Center, City University of New York - Jessica Brodsky
The Graduate Center, CUNY - Bruce Homer
The Graduate Center, CUNY - Jan Plass
New York University
Abstract
We examined the indirect effect of task-switching on reading abilities via decoding among adolescents on the spectrum (N=45,Mage=14.7years) and a comparison group (N=43,Mage=14.3years). Results provided evidence of a moderated mediation, whereby indirect effects were only significant in adolescents on the spectrum.
Autism Spectrum Disorders
