Everyday executive functioning influences adaptive skills in autism spectrum disorders

Peterson, Rachel K.; Noggle, Chad A.; Thompson, Jon C.; Davis, Jeremy J.

doi:10.7358/neur-2015-018-pete

Cited by 14 publications

(9 citation statements)

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“…The current study demonstrated that better executive function skills predicted better adaptive behavior in children with ASD with lower IQ, extending findings from previous work in ASD with average or higher IQ (Gilotty, et al, 2002;Peterson, et al, 2015;Pugliese et al, 2015Pugliese et al, , 2016). In the current study, difficulty monitoring one's behavior was a significant predictor of adaptive communication and marginally significant for socialization skills in our sample of children with ASD with lower IQ.…”

Section: Discussionsupporting

confidence: 85%

“…However, there is limited knowledge on how such cognitive skills contribute to these higher-level, real world abilities. Executive function has been identified as one set of cognitive processes that predict adaptive behaviors in youth with ASD with average IQ (Gilotty, Kenworthy, Sirian, Black, & Wagner, 2002;Peterson, Noggle, Thompson, & Davis, 2015;Pugliese et al, 2015Pugliese et al, , 2016. However, to our knowledge, this relationship has not been studied in youth with ASD with lower IQ, so we do not know whether the predictive power of executive function skills extends into this end of the cognitive spectrum.…”

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confidence: 98%

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More Than IQ: Executive Function Explains Adaptive Behavior Above and Beyond Nonverbal IQ in Youth With Autism and Lower IQ

Bertollo

Yerys

2019

American Journal on Intellectual and Developmental Disabilities

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Adaptive behavior is a critical metric for measuring outcomes in those with autism spectrum disorder (ASD). Executive function skills predict adaptive behavior in youth with ASD with average or higher IQ; however, no study has examined this relationship in ASD with lower IQ (IQ ≤ 75). The current study evaluated whether executive function predicted adaptive behavior in school-age youth with ASD with lower IQ, above and beyond nonverbal IQ. We examined adaptive behavior and executive function through informant report on 100 youth with ASD with lower IQ. Executive function skills explained variance in adaptive social and communication domains, beyond nonverbal IQ; monitoring skills played a significant role. This research suggests that malleable skills like executive function may contribute to functional outcomes in this population.

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Section: Discussionsupporting

confidence: 85%

mentioning

confidence: 98%

More Than IQ: Executive Function Explains Adaptive Behavior Above and Beyond Nonverbal IQ in Youth With Autism and Lower IQ

Bertollo

Yerys

2019

American Journal on Intellectual and Developmental Disabilities

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“…The BRIEF consists of eight scales (inhibit, shift, emotional control, initiate, working memory, plan/organize, organization of materials, monitor), which comprise two broad indices: Behavioral Regulation , profiling the ability to shift and modulate emotions and behavior via appropriate inhibitory control; and Metacognition , referring to the ability to cognitively self‐manage tasks and monitor performance. Among children, adolescents, and adults with ASD without intellectual disability, metacognitive EF is consistently highlighted as most closely related to children's communication, daily living, and social skills [Gilotty, Kenworthy, Sirian, Black, & Wagner, ; McLean, Harrison, Zimak, Joseph, & Morrow, , Peterson, Noggle, Thompson, & Davis, ; Pugliese et al, ; Wallace et al, ], though Pugliese et al [] also found that behavior regulation significantly predicted socialization skills. Fewer studies have investigated the contribution of BRIEF scales comprising the summative indices.…”

Section: Introductionmentioning

confidence: 99%

Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder

Gardiner

Iarocci

2017

Autism Research

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We examined whether parents' ratings of their children's flexibility and ability to monitor their behavior predicted adaptive skills (e.g., ability to complete day-to-day personal tasks, communicate, and socialize) and symptoms of anxiety and depression among children with and without autism spectrum disorder. For both groups, children's abilities to manage and monitor their behavior were strongly related to adaptive skills. Children's flexibility and ability to inhibit inappropriate behavior and control their emotions was associated with depression symptoms for both groups.

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“…On the other hand, according to the theory of executive dysfunction, deficits in EF may be responsible for these behavioral characteristics (see Hill, 2004). This idea is supported by recent studies that find a relationship between EF and social functioning in ASD (Leung, Vogan, Powell, Anagnostou, & Taylor, 2016;Peterson, Noggle, Thompson, & Davis, 2015;Pugliese et al, 2016), suggesting that adaptation and social interaction problems are influenced by deficits in EF.…”

Section: Introductionmentioning

confidence: 83%

Differential analysis of executive functions in children from disadvantaged families vs. children with autistic spectrum disorder

Gómez-Pérez

Calero

2019

AN PSICOL-SPAIN

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Título: Análisis diferencial de las funciones ejecutivas en niños pertenecientes a familias desfavorecidas vs. niños con trastorno del espectro autista. Resumen: Las Funciones Ejecutivas (FE) se consideran necesarias para afrontar nuevas situaciones y para controlar la propia conducta. Diversos estudios han confirmado que poblaciones tan diferentes como niños con Trastorno del Espectro Autista (TEA) y niños de familias desfavorecidas (FD) muestran dificultades en las FE. Este estudio pretende examinar las dificultades en FE en esas dos poblaciones con respecto a las FE en niños que muestran un desarrollo típico (DT). Un total de 89 niños de edades comprendidas entre los 7 y 12 años, divididos en tres grupos, participaron en el estudio: 28 con TEA, 36 de FD y 25 con DT. La evaluación se realizó con diferentes medidas de FE (memoria de trabajo, flexibilidad cognitiva, inhibición, planificación y autorregulación) y coherencia central. Los resultados muestran que, en general, los niños de FD obtuvieron las menores puntuaciones en todas las medidas, aunque las diferencias no fueron significativas en todos los casos. Los niños con TEA obtuvieron puntuaciones similares al grupo DT en planificación y memoria de trabajo, y mayores puntuaciones en coherencia central. Además, cuando se les compara con los niños de FD, los niños con TEA obtuvieron una ejecución mayor en todas las medidas. Estos resultados indican que existen diferencias entre grupos y, por tanto, que los programas de intervención diseñados para cada uno de ellos deben centrarse en diferentes tipos de tareas.Abstract: Executive Functions (EF) are considered necessary for dealing with new situations and for controlling one's behavior. Studies have confirmed EF difficulties in children with autism spectrum disorder (ASD) and in children from disadvantaged families (DF). This study aimed to examine EF difficulties in the two populations -ASD and DF children-with respect to EF in children who show typical development (TD). A total of 89 children between the ages of 7 and 12 years participated, divided into three groups: 28 with ASD, 36 from DF and 25 with TD. Assessments were made with different measures of EF (working memory, cognitive flexibility, inhibition, planning and self-regulation) and central coherence. In general, the children from DF obtained the lowest scores in all measures, although differences were not significant with respect to the other groups in all cases. Children with ASD obtained similar scores to the TD group in executive attention and working memory, and higher scores in central coherence. In comparison to the children from DF, the ASD children did better on all measures. These results would indicate that intervention programs designed for the two groups must be focus on different kind of tasks.

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Everyday executive functioning influences adaptive skills in autism spectrum disorders

Cited by 14 publications

References 0 publications

More Than IQ: Executive Function Explains Adaptive Behavior Above and Beyond Nonverbal IQ in Youth With Autism and Lower IQ

More Than IQ: Executive Function Explains Adaptive Behavior Above and Beyond Nonverbal IQ in Youth With Autism and Lower IQ

Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder

Differential analysis of executive functions in children from disadvantaged families vs. children with autistic spectrum disorder

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