THE ROlE Of ExECuTIVE fuNCTION, specifically inhibitory control and generativity, in symbolic play was investigated in 20 children aged 48-89 months. Assessment of inhibitory control was via the Sun-Moon Stroop task, and generativity was assessed with the Semantic Fluency task, as well as a new object substitution task which required children to generate as many uses of toys as possible. Symbolic play ability was assessed under both structured conditions, using the Test of Pretend Play (Lewis & Boucher, 1997), and during free play. The results indicated that the ability to inhibit prepotent responses was associated with children's symbolic play skills, even after controlling for mental age. In contrast, generativity scores on both tasks were not correlated with symbolic play, indicating that only some aspects of executive function are implicated in symbolic play. The validity of the tasks used to measure executive function is discussed.

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Difficulty with social communication is the most pervasive difficulty experienced by individuals with high-functioning autism spectrum disorder (HF-ASD). Communication difficulties are often magnified in adolescence as social demands become more intricate. This puts adolescents with HF-ASD at increased risk of social isolation and depression, as they have difficulty developing positive social identity. Yet, there is a dearth of literature addressing the communication issues of this population and even fewer studies including the voice of adolescents with HF-ASD themselves. This study aimed to: 1) Explore the perspectives of adolescents with HF-ASD as to their social communication skills, 2) Explore what (if any) difficulties they perceive themselves as having when talking with their peers, 3) Explore if they would like help with social communication skills and 4) Determine what kind of help they think may be useful to them and establish if they already use self-initiated strategies. This study was qualitative in nature, using thematic analysis to analyse data collected from 10 semi-structured interviews with 5 adolescents with HF-ASD. Three themes emerged revealing the participants' perceptions of their difficulties communicating, challenging feelings that they experience about communication, and their perspectives about the support for developing communication skills. The 2 participants indicated a need for support to aid their desire to improve communication skills and interactions with typically developing peers. In educational settings, adolescents with HF-ASD may benefit from a peer mentor system to give them opportunities to practice social communication skills with typically developing peers and to encourage inclusion amongst their classmates.

Mentally disordered offenders (MDOs) endorse difficulties with attention, impulsivity, and hyperactivity. Assessing these difficulties among MDOs may confer practical benefits for the management and provision of care for this population, by informing strategies to improve rehabilitative engagement and risk assessments for violence. However, there is a dearth of literature exploring these cognitive problems in MDOs in relation to outcome factors. Forty-eight MDOs from a high-security hospital completed the QbTest, which measures the domains of inattention, impulsivity, and hyperactivity. Comprehensive file review of clinical and occupational/vocational rehabilitative engagement and Historical Clinical Risk Management-20 (HCR-20) were used as outcome measures of interest. Participants displayed greater cognitive deficits in attention, impulsivity, and hyperactivity compared to the general population. The domain of inattention and omission errors was related to occupational/vocational therapy engagement as well as a higher risk of present and future violence as measured by the HCR-20. The findings suggest that QbTest is a helpful objective tool that could be incorporated into the assessment of MDOs. Specifically, inattention emerged as a strong predictor of patients’ risk of violence as well as patient’s vocational therapy engagement. Therefore, cognitive skills programs targeting attention problems should be introduced to improve outcomes for this population.