Relation between working memory and self‐regulation capacities and the level of social skills acquisition in people with moderate intellectual disability

Dučić, Bojan; Gligorović, Milica; Kaljača, Svetlana

doi:10.1111/jar.12385

Cited by 14 publications

(8 citation statements)

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“…Working memory has three components according to the cognitive model proposed by Baddeley []: a central executive, an episodic buffer, and two slave systems (the phonological loop and the visuospatial sketchpad as the visuospatial working memory, VSWM) [Barendse et al, ]. VSWM supports memory for objects, faces, and scenes [Dučić, Gligorović, & Kaljača, ; Vandenbroucke et al, ; Wilde, Koot, & Lier, ]. VSWM deficits are often found in ASD and ADHD [Klingberg et al, ; Van et al, ].…”

Section: Introductionmentioning

confidence: 99%

Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

et al. 2018

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Children with autism spectrum disorder (ASD) and those with attention deficit/hyperactivity disorder (ADHD) always show working memory deficits. However, research findings on the factors that affected the working memory in ASD and ADHD were inconsistent. Thus, we developed the present study to investigate the association of executive function (EF) with the visuospatial working memory (VSWM) in ASD and ADHD. Three groups of participants were examined: 21 children with ASD, 28 children with ADHD and 28 typically developing (TD) children as the controls. All participants completed two tests: the Wisconsin Card Sorting Test (WCST) and the Corsi Block Tapping Test for measuring EF and VSWM, respectively. The WCST included four domains: categories achieved (CA), perseverative errors (PE), failures to maintain set (FMS), and total errors (TE). The findings indicated that (1) the ASD group showed poorer performance in VSWM than the ADHD and TD groups; (2) for the ASD group, VSWM was positively correlated with CA, and was negatively correlated with PE and TE; (3) for the ADHD group, FMS showed a negative relationship with VSWM; and (4) TE predicted the performance of VSWM in ASD group, while FMS predicted VSWM in ADHD group. The study results suggested that VSWM was impaired in ASD but not in ADHD. Also, the EF domains were differently correlated with the VSWM performance in ASD and ADHD. Our study suggests that we should consider different intervention targets of working memory and EF contributions in improving the cognitive capacity of ASD and ADHD. Autism Res 2018, 11: 1148-1156. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present study compared the visuospatial working memory (VSWM) in three groups of children: autism (ASD), attention deficit/hyperactivity disorder (ADHD), and typically developed children (TD). The ASD group showed poorer VSWM than the ADHD and TD groups. The total error of executive function predicted the performance of VSWM in ASD, while failures to maintain set predicted VSWM in ADHD . These findings suggested that we should consider the different working memory and executive function training targets to increase cognitive capacity of ASD and ADHD.

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Section: Introductionmentioning

confidence: 99%

Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

et al. 2018

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“…Quanto à análise de dados dos estudos, nota-se uma ampla utilização do Pacote Estatístico para Ciências Sociais (SPSS), em variadas versões, de métodos estatísticos, principalmente, as medidas de tendência central e variabilidade e o uso da ANOVA para análise de variância da população amostral. Sobre os resultados dos estudos, todos os que se propuseram a realizar intervenções indicaram resultados positivos em relação à aquisição, manutenção e generalização de comportamentos de habilidades sociais (Adeniyi & Omigbodun, 2016;Ashburner, Bobir, & van Dooren, 2018;Dučić, Gligorović, & Kaljača, 2018;Ferreira & Munster, 2017;Garrels, 2019;Gilson & Carter, 2016;Guivarch et al, 2017;Khodabakhshi-Kooalee, Falsafinejad, & Rezaei, 2018;Lappa & Mantzikos, 2019;Plavnick, Kaid, & MacFarland, 2015;O'Handley, Ford, Radley, Helbig, & Wimberly, 2016;Oxelgren et al, 2019;Özokcu, Akçamete, & Özyürek, 2017;Ryan, Brady, Holloway, & Lydon, 2019;Stauch, Plavnick, Sankar, & Gallagher, 2018).…”

Section: Resultsunclassified

Deficiência, adolescência e habilidades sociais: uma revisão sistemática

Silva

Lourenço²

2022

Psipesq

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O presente estudo possui como objetivo investigar a produção de estudos sobre as habilidades sociais em adolescentes com deficiência. Trata-se de uma revisão sistemática da literatura. Os descritores utilizados foram: deficiência, habilidades sociais e seus correspondentes no idioma inglês, publicados entre 2015 e 2019. Após a seleção restaram 32 artigos como amostra. Identificou-se um maior número de pesquisas centradas na temática da Deficiência Intelectual e do Transtorno do Espectro Autista, e resultados positivos em relação a aquisição, manutenção e generalização de habilidades sociais por parte da população pesquisada.

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“…With regard to the training design, the content could cover a variety of skills learning such as goal-setting and planning skills, problem-solving skills, decision-making skills and self-regulatory skills. Hence, it is suggested that the elements of working memory, a main component of executive function, and emotion regulation be included in the instructional strategies as previous studies provided evidence that these two elements facilitate skills acquisition by people with ID [46,47]. Employing slogans as well as visual cues such as flow charts and videos during training would help people with ID acquire a better working memory as it would facilitate them to learn self-determined skills and apply those skills in their daily lives.…”

Section: Discussionmentioning

confidence: 99%

Self-Determination Competencies, (Dis)Agreement in Decision-Making, and Personal Well-Being of Adults with Mild Intellectual Disabilities in Hong Kong

Wong

Chow

2021

IJERPH

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Background: The self-determination of people with an intellectual disability (ID) in the contexts of adulthood and Chinese culture is under-examined in the field of ID, even though the concept of self-determination has vigorously developed in recent decades. This study examined the relationship between self-determination competencies and the personal well-being of adults with mild ID in Hong Kong, as well as their personal goals and decision-making (dis)agreements with their significant others. Methods: We interviewed 170 participants using the AIR Self-Determination Scale—Chinese Version (AIR SDS-C) and the Personal Well-Being—Intellectual Disability (Cantonese) (PWI-C), along with a self-constructed questionnaire. Results: When the demographic characteristics were controlled, self-determination competencies correlated positively with personal well-being (r = 0.313, p < 0.001), diverse personal goals were identified, and agreement with significant others was dominant in both daily and major decision-making. Conclusions: A positive correlation between self-determination and personal well-being was confirmed in a Chinese population with mild ID. These findings expand the understanding of the types of personal goals and agreement patterns of people with mild ID and yield implications for further research and practices.

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Relation between working memory and self‐regulation capacities and the level of social skills acquisition in people with moderate intellectual disability

Abstract: As WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered.

Cited by 14 publications

References 70 publications

Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

Deficiência, adolescência e habilidades sociais: uma revisão sistemática

Self-Determination Competencies, (Dis)Agreement in Decision-Making, and Personal Well-Being of Adults with Mild Intellectual Disabilities in Hong Kong

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