Performance on the dimensional change card sort and backward digit span by young children with autism without intellectual disability

Faja, Susan; Dawson, Geraldine

doi:10.1080/09297049.2013.856395

Cited by 27 publications

(38 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This result is consistent with previous findings [31,32] . Our result might suggest that cognitive flexibility measured by the WCST does not reflect social adaptation in the real world.…”

Section: Discussionsupporting

confidence: 83%

Cognitive inflexibility in Japanese adolescents and adults with autism spectrum disorders

Yasuda¹

2014

WJP

View full text Add to dashboard Cite

AIM:To investigate executive function in Japanese adolescents and adults with autism spectrum disorders (ASD) compared to Japanese controls. METHODS:Thirty-three individuals with ASD and 33 controls participated. The ASD and control groups' demographic variables were matched for gender (male/ female: 20/13 vs 20/13), age (26.1 ± 11.5 vs 26.8 ± 9.6), years of education (13.2 ± 2.9 vs 14.2 ± 1.9), full-scale intelligence quotient (IQ) (103.0 ± 16.7 vs 103.7 ± 14.7), performance IQ (96.2 ± 16.1 vs 97.8 ± 15.0), and verbal IQ (107.9 ± 16.3 vs 107.7 ± 14.4).Participants performed the Wisconsin Card Sorting Test (WCST), which assesses the executive processes involved in problem solving and cognitive flexibility, and the Continuous Performance Test (CPT), which assesses attention and impulsivity. Symptoms were assessed by the Autism-Spectrum Quotient Japanese version (AQ-J). First, we compared the scores of the WCST between the groups using a Mann-Whitney U -test and conducted an analysis of covariance for the variables with the scores of category archives and CPT scores as covariates. Second, we analyzed the correlation between the scores of the WCST and the AQ-J in the ASD group using Pearson's r. RESULTS:The total errors (TE) and the percentages of perseverative errors of the Milner type (%PEM) and Nelson type (%PEN) among the TE in the ASD group were significantly worse compared with the control group (ASD vs Control, respectively: TE: 16.0 ± 6.2 vs 12.6 ± 3.5, P = 0.012; %PEM: 11.7 ± 10.7 vs 6.6 ± 8.9, P = 0.037; %PEN: 20.1 ± 14.5 vs 8.7 ± 10.4, P = 0.0011). In contrast, no significant difference was observed between the two groups in the scores of categories achieved on the WCST or the CPT. An analysis of covariance revealed significant differences between the groups in the %PEN scores (P = 0.0062) but not in the TE or the %PEM scores. These results suggest that Japanese adolescents and adults with ASD have cognitive inflexibility. Furthermore, our results suggest that Japanese adolescents and adults with ASD may have difficulties using negative feedback because perseverative errors of the Nelson type indicate persistence in choosing the incorrect reaction. By contrast, there was no significant correlation between the WCST and AQ-J scores. CASE CONTROL STUDY CONCLUSION:We confirmed the presence of cognitive inflexibility in Japanese adolescents and adults with ASD. Our results also indicated that subjects with ASD may not use negative feedback effectively. Core tip: We investigated executive function (EF) in Japanese adolescents and adults with autism spectrum disorders (ASD) compared to strictly matched controls. EF was assessed using the Wisconsin Card Sorting Test. To exclude confounding factors, the participants were matched for gender, age, years of education, fullscale intelligence quotient (IQ), performance IQ, verbal IQ, and attention level. Symptoms were assessed by the Autism-Spectrum Quotient Japanese version. We confirm that Japanese adolescents and adults with ASD have cognitive inflexibilit...

show abstract

“…This result is consistent with previous findings [31,32] . Our result might suggest that cognitive flexibility measured by the WCST does not reflect social adaptation in the real world.…”

Section: Discussionsupporting

confidence: 83%

Cognitive inflexibility in Japanese adolescents and adults with autism spectrum disorders

Yasuda¹

2014

WJP

View full text Add to dashboard Cite

show abstract

“…Overall, children with ASD exhibit an uneven profile in their EF abilities, with consistent impairments on set‐shifting skills alongside relatively preserved verbal working memory for simple tasks (as demonstrated by Faja & Dawson, in 6‐ to 8‐year‐olds). So far, studies examining EF in ASD have only included monolingual children.…”

Section: Executive Functions In Autism Spectrum Disordersmentioning

confidence: 83%

Can Bilingualism Mitigate Set‐Shifting Difficulties in Children With Autism Spectrum Disorders?

Gonzalez-Barrero

Nadig

2017

Child Development

View full text Add to dashboard Cite

This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20 typically-developing). Set-shifting was measured using a computerized dimensional change card sort (DCCS) task, and by parent report of executive functioning in daily life. Results showed an advantage for bilingual relative to monolingual children with ASD on the DCCS task, but not for set-shifting in daily life. Working memory was similar for bilinguals and monolinguals with ASD. These findings suggest that bilingualism may mitigate some set-shifting difficulties in children with ASD.

show abstract

“…Because IQ contributes to performance on most cognitive tests, including EF (Friedman et al, 2006; Lezak et al, 2013), it is standard in neuropsychological research to control for IQ to ensure that any observed effects can truly be attributed to the specific construct of interest (Eastvold, Suchy, & Strassberg, 2011; Faja & Dawson, 2014). Thus, we used estimated IQ as a covariate in follow-up analyses.…”

Section: Methodsmentioning

confidence: 99%

The relation of questionnaire and performance-based measures of executive functioning with Type 1 diabetes outcomes among late adolescents.

Suchy¹,

Turner²,

Queen³

et al. 2016

Health Psychology

View full text Add to dashboard Cite

Objective Successfully managing type 1diabetes involves adherence to a complex daily medical regimen, requiring self-regulatory skills that rely on neurocognitive processes known as executive functioning (EF). Adolescents with poorer rated EF abilities display poorer diabetes outcomes. The purpose of this study was to examine the relationship of EF questionnaire and performance measures with adherence and glycemic control, after controlling for IQ and general questionnaire response style. Methods Adolescents with type 1 diabetes (M age=17.74, SD=.38 years) and their mothers (N = 196) completed a self/mother-report questionnaire assessing adolescents’ ratings of EF abilities (BRIEF). Adolescents also completed performance-based tests of EF (D-KEFS) and and intellectual functioning (WAIS-IV Vocabulary). Adherence was indexed via 2 self-report inventories and the number of daily blood glucose checks, and glycemic control via HbA1c obtained from assay kits. Results Self/mother-reports of EF ability were associated with self/mother-reported adherence. Both questionnaire and performance-based measures of EF were associated with glycemic control. However, once IQ was taken into consideration, performance-based EF was no longer associated with glycemic control, IQ independently shared variance with glycemic control. Conclusions Our findings suggest that self-reports of EF may be useful in identifying late adolescents who need assistance in managing diabetes in daily life. The finding that performance-based EF measures were not related to glycemic control independent of underlying intellectual capacity raises questions about the specific role of EF in diabetes outcomes.

show abstract

Performance on the dimensional change card sort and backward digit span by young children with autism without intellectual disability

Cited by 27 publications

References 28 publications

Cognitive inflexibility in Japanese adolescents and adults with autism spectrum disorders

Cognitive inflexibility in Japanese adolescents and adults with autism spectrum disorders

Can Bilingualism Mitigate Set‐Shifting Difficulties in Children With Autism Spectrum Disorders?

The relation of questionnaire and performance-based measures of executive functioning with Type 1 diabetes outcomes among late adolescents.

Contact Info

Product

Resources

About