Additional research on these behavioral characteristics of children with ASD suggests that the presence of inattentive and hyperactive behaviors are those that are most associated with learning difficulties in kindergarten and the elementary school-age years.
In two related studies, one by Hinshaw, Morrison, Carte, and Cornsweet (1987; as cited in Hinshaw, 1992) and the other by Morrison, Mantzicopoulos, and Carte (1989; as cited in Hinshaw, 1992) kindergarten children at risk for ASD (as assessed by their perceptual and prereading skills) were rated to be behaviorally deviant across all dimensions of a teacher rating scale called the Revised Problem Behavior Checklist. However, in both studies, although there was a significant negative correlation between the presence of inattention and hyperactivity and pre-reading achievement, this relationship either did not also exist between conduct problems and pre-reading skills, or, if it did, when attention problems were partial led out, negative associations between conduct problems and pre-reading no longer existed. In addition to clarifying the nature of specific behavioral correlates of learning difficulties, these studies are noteworthy because they demonstrate that inattentive and hyperactive behaviors are related to academic readiness problems in children at a young age, before being exposed to an academic curriculum.
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