Central coherence is the ability to perceive, process and integrate incoming information to put it in the right context and give it meaning. Central coherence is an important skill that aids people...Show moreCentral coherence is the ability to perceive, process and integrate incoming information to put it in the right context and give it meaning. Central coherence is an important skill that aids people in understanding situations they encounter in daily life but is also an important skill to support the process of learning. After all, new information has to be processed, organised and integrated, taking into account overall context and meaning. Research into autism spectrum disorders (ASD) in the past 4 decades has provided multiple findings that indicate that people with ASD have weak central coherence skills and therefore lack the ability to create meaningful or coherent wholes, but research findings have been mixed. In this study a process-oriented dynamic version of the Rey-Osterrieth Complex Figure (ROCF), in which the training part was built up according to the ‘graduated prompts’ method, was used to measure and train central coherence. Furthermore, the potential relationship between ASD characteristics of the children in this study and central coherence or improved central coherence following training was assessed. The participants in this study consisted of 49 pupils in grade 5 or 6 of regular Dutch primary school education (M = 8.96 years, SD = .76 years). The dynamic test, including training based on the ‘graduated prompts’ method, lead to significantly more progression in structuring the drawing of the complex figure compared to the unguided control group. Regarding a potential relationship between ASD characteristics and central coherence or improved central coherence, no relationship was found in this study.Show less
This study aims to examine the relationship between instructional needs, the level of ASD characteristics, and the level of central coherence in students aged 8 to 12 from grades 5 and 6 of primary...Show moreThis study aims to examine the relationship between instructional needs, the level of ASD characteristics, and the level of central coherence in students aged 8 to 12 from grades 5 and 6 of primary education in the Netherlands (N=87). The goal is to better align education with the learning needs of children with ASD. The current research (DyFT) is part of a larger project titled "Learning to Draw: From Whole to Detail." The current study utilizes three measurement instruments: Raven Standard Progressive Matrices (RSPM), Autism Spectrum Questionnaire (ASQ), and Dynamic Rey-Osterrieth Complex Figure Test (DROCFT). In this study, no significant correlations were found between the level of ASD characteristics, the level of central coherence, the required hints to solve the complex task and effective strategy use. One explanation suggested for the differences between the expectations and the findings is the superior visual skill levels found in individuals with ASD. It is emphasized that ASD is a heterogeneous disorder that can manifest in various ways in individuals. Finally, points for improvement are suggested for future research.Show less
