Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies?

Eylen, Lien Van; Boets, Bart; Steyaert, Jean; Evers, Kris; Wagemans, Johan; Noens, Ilse

doi:10.1016/j.rasd.2011.01.025

Cited by 149 publications

(119 citation statements)

References 49 publications

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“…This has been confounded by evidence of age-related differences of rigid behaviours in ASD (Esbensen, Seltzer, & Lam, 2009). Investigating such inconsistencies precisely, Van Eylen and colleagues confirmed that those with ASD have impaired cognitive flexibility, and performance is influenced by low explicit task instructions and the high disengagement needed to perform the cognitive switch (Van Eylen et al, 2011).…”

Section: Executive Dysfunction Theorymentioning

confidence: 99%

See 1 more Smart Citation

Autistic characteristics in adults with epilepsy

Wakeford

Hinvest

Ring

et al. 2014

Epilepsy & Behavior

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Section: Executive Dysfunction Theorymentioning

confidence: 99%

“…However, those with ASD do not always fail on tasks assessing cognitive flexibility, and studies yield inconsistent findings (Van Eylen et al, 2011). More to the point, there has been little consensus about what specific behaviours are common to ASD.…”

Section: Executive Dysfunction Theorymentioning

confidence: 99%

Autistic characteristics in adults with epilepsy

Wakeford

Hinvest

Ring

et al. 2014

Epilepsy & Behavior

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“…Some preliminary evidence suggests that these irregular patterns of responding in individuals with ASD are based in atypical physiological responses to emotional stimuli, such as less arousal to sad expressions than typical controls [Bölte, Feineis-Matthews, & Poustka, 2008]. Controlled attentional deployment also requires cognitive flexibility, defined as "the ability to shift to different thoughts or actions depending on situational demands" [Geurts, Corbett, & Solomon, 2009, p. 74], which can be impaired in individuals with ASD [Geurts et al, 2009;Van Eylen et al, 2011], who are known to be predisposed to rumination [Rieffe et al, 2011;Spek, van Ham, & Nyklíček, 2013]. Emotional reactions are further modified through appraisals of a situation and of the capacity to cope with it, known as cognitive change.…”

Section: Modal Model Of Ermentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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“…On the other hand, there have been studies (Minshew, Muenz, Goldstein, & Payton, 1992;Kaland, Smith, & Mortensen, 2008;Robinson, Goddard, Dritschel, Wisley, & Howlin, 2009;Van Eylen et al, 2011) that did not detect any significant difference. Furthermore, Nydén et al (1999) found that only individuals with ADHD had a statistically significant lower performance in comparison to a TD population.…”

Section: Cognitive Flexibilitymentioning

confidence: 97%

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

Delli¹,

Varveris²,

Geronta³

2016

JEDP

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The present study examined the application of three cognitive theories-the Theory of Mind (ToM) deficit, the Theory of Executive Functions (EF) and Weak Central Coherence Theory (WCC)-in children with Autism Spectrum Disorders (ASD). 9 children with ASD and 18 children of Typical Development (TD) participated in the study. According to the results, most of the children with ASD showed significant deficits in the development of ToM, while a few of them succeeded in all the ToM tests. With regard to EF theory, the children with ASD did not present a deficit in any of the four executive functions in which they were examined, since their performances were similar to those of TD children. As for the WCC theory, the results cannot support the existence of a deficit. However, it seems that children with ASD struggle in respect of global precedence when a local interference effect is present.

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Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies?

Cited by 149 publications

References 49 publications

Autistic characteristics in adults with epilepsy

Autistic characteristics in adults with epilepsy

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

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