Nonverbal, rather than verbal, functioning may predict cognitive flexibility among persons with autism spectrum disorder: A preliminary study

Campbell, Craig; Russo, Natalie; Landry, Oriane; Jankowska, A.; Stubbert, Emily; Jacques, Sophie; Burack, Jacob A.

doi:10.1016/j.rasd.2017.03.005

Cited by 8 publications

(30 citation statements)

References 51 publications

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“…Similarly, NVMA may also be implicated in the RC task as it requires lower levels of NVMA to be able to satisfy the passing criterion, which would also support the notion that RC task is less demanding than DCCS task. Contrary to the Campbell et al (2017), the findings in the current study cannot suggest that NVMA played a unique role in the cognitive flexibility performance in participants with ASD. While it is true for the TD children, the NVMA had no relationship with the performance on the cognitive flexibility tasks in the ASD group.…”

Section: Discussioncontrasting

confidence: 99%

“…However, how NVMA is implicated in cognitive flexibility performance among preschool children with ASD remains to be researched. According to previous report by Campbell et al (2017), it is expected that in the current study the NVMA of preschool children with ASD would be associated with task performance on both tasks.…”

Section: Rationalementioning

confidence: 67%

“…Since verbal abilities in the majority of ASD population are impaired, some have suggested that cognitive flexibility may not be directly supported by verbal abilities, but instead by NVMA, since ASD individuals seems to rely more on visual rather than verbal abilities when solving EF tasks (Kunda and Goel, 2011). Indeed, in a sample of ASD individuals ranging from 5 to 19 years, Campbell et al (2017) reported that NVMA, but not verbal mental age, play a unique role in the development of cognitive flexibility. However, the aforementioned studies by Smith et al (2019) and Yerys et al (2006) reported similar performance among TD children and children with ASD who had significantly lower NVMA, verbal MA and MA.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder

2021

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The current study investigated cognitive flexibility in preschool children with Autism Spectrum Disorder (ASD) and those with typical development using the Reverse Categorization (RC) task and the Dimensional Change Card Sort (DCCS) task. We further examined the relationship between non-verbal mental age (NVMA) and the performance on the two tasks. While no significant difference in performance on the RC task between the two groups was found, significantly more children in the typical developing group passed the DCCS task than children in the ASD group. NVMA was found to correlate with performance in both tasks in the typical developing group but not in the ASD group. When the children were matched on NVMA, no differences in task performance between the two groups were found. The current study found the disparity in performance in two groups on the RC and the DCCS tasks, hence illuminating the importance related to the selection of tasks when studying cognitive flexibility in preschool children with ASD. The study also cast some light on the involvement of NVMA in the performance on the RC and DCCS tasks.

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Section: Discussioncontrasting

confidence: 99%

Section: Rationalementioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

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Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder

2021

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“…It is predictable that people who have some kind of problem or delay with language competence more generally will have issues with IS. For instance, a study by Campbell et al (2017) reports a lack of recruitment of IS in ASC in task-switching tasks. They suggest that visual abilities may play a unique role in the ASC population as they seem to capitalize on them given their “weak verbal abilities.” However, these results are not illustrative about the use of IS in ASC.…”

Section: Further Considerationsmentioning

confidence: 99%

The Role of Inner Speech in Executive Functioning Tasks: Schizophrenia With Auditory Verbal Hallucinations and Autistic Spectrum Conditions as Case Studies

2020

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Several theories propose that one of the core functions of inner speech (IS) is to support subjects in the completion of cognitively effortful tasks, especially those involving executive functions (EF). In this paper we focus on two populations who notoriously encounter difficulties in performing EF tasks, namely, people diagnosed with schizophrenia who experience auditory verbal hallucinations (Sz-AVH) and people with autism spectrum conditions (ASC). We focus on these two populations because they represent two different ways in which IS can fail to help in EF tasks, which can be illustrative for other mental conditions. First, we review the main components of EF (see section "Executive Functions"). Then we explain the functions that IS is taken to perform in the domain of EF (see section "Inner Speech and Executive Functions") and review the evidence concerning problems about EF in the two populations of our study: Sz-AVH (see section "Executive Functions and Inner Speech in Sz-AVH") and ASC (see section "Executive Function and Inner Speech in ASC"). After this we further detail our account about what a properly functioning IS can do for both populations and how different IS profiles may impact EF performance: in the case of Sz-AVH, the uncontrolled and intrusive character of IS negatively affects EF performance, whereas in ASC, EF is not sufficiently supported by IS, given the tendency in this population to present a diminished use of IS (see section "IS in ASC and Sz-AVH: How It Relates to EF"). We finally briefly discuss Attention Deficit/Hyperactivity Disorder (ADHD) and Developmental Language Disorders (DLD) (see section "Further Considerations").

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“…than parents of children with higher IQ. In addition, lower IQ has been related to less cognitive flexibility [Campbell et al, 2017] and more perseveration [Landry & Al‐Taie, 2016] in autism, factors which may beget persistent thoughts and worries about the past [Joormann, Levens, & Gotlib, 2011]. Notably, previous work has highlighted the importance of taking into account specific phobias to thoroughly understand the presence of anxiety as related to IQ, which were not assessed here.…”

Section: Discussionmentioning

confidence: 99%

Differential Item Functioning Based on Autism Features, IQ, and Age on the Screen for Child Anxiety Related Disorders (SCARED) Among Youth on the Autism Spectrum

Schiltz

Magnus

2021

Autism Research

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Anxiety commonly occurs among youth on the autism spectrum, yet measurement of anxiety in this population is complicated by a number of factors, including potentially overlapping symptomatology, the child's intellectual functioning, and changes in anxiety across development. Moreover, few studies have examined the psychometric properties of anxiety measures in this population, and no study to date has tested whether there are systematic differences in the measurement of anxiety, or differential item functioning (DIF), across the high degree of heterogeneity and the developmental course of autism. To test this possibility, data were combined across multiple studies using the National Database for Autism Research, an NIH‐funded data repository. Parent‐report on the Screen for Child Anxiety Related Disorders (SCARED) and Social Communication Questionnaire (SCQ) were used as measures of anxiety and autism features, respectively. A confirmatory factor analysis indicated good fit of the literature standard five‐factor structure. Moderated nonlinear factor analysis (MNLFA) revealed multiple items with intercept and loading DIF based on level of autism features, IQ, and age, especially for items related to social behavior. Therefore, although the measure's factor structure is consistent with that found in the general population, the SCARED may not capture differences in anxiety equivalently for all children on the spectrum and across their development. Clinicians and researchers need to be especially vigilant in measuring anxiety symptoms in children with autism by removing items flagged for DIF from the SCARED and/or by using multiple measures and informants. Lay Abstract Autistic youth often experience clinical levels of anxiety. Many tools used to measure anxiety were developed for the general population, but not for use with autistic youth. This study found that the Screen for Child Anxiety Related Disorders (SCARED) measures the same five dimensions of anxiety as in the general population. Parents, however, may respond differently to questions on the SCARED based on their child's autism features, intellectual functioning, and age, which impacts our ability to accurately measure anxiety among autistic youth.

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Nonverbal, rather than verbal, functioning may predict cognitive flexibility among persons with autism spectrum disorder: A preliminary study

Cited by 8 publications

References 51 publications

Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder

Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder

The Role of Inner Speech in Executive Functioning Tasks: Schizophrenia With Auditory Verbal Hallucinations and Autistic Spectrum Conditions as Case Studies

Differential Item Functioning Based on Autism Features, IQ, and Age on the Screen for Child Anxiety Related Disorders (SCARED) Among Youth on the Autism Spectrum

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