109 recherche sur le mot-clé 'executive functioning'

Age Related Differences of Executive Functioning Problems in Everyday Life of Children and Adolescents in the Autism Spectrum / Sanne F.W.M. VAN DEN BERGH in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1959-1971 Titre : Age Related Differences of Executive Functioning Problems in Everyday Life of Children and Adolescents in the Autism Spectrum Type de document : texte imprimé Auteurs : Sanne F.W.M. VAN DEN BERGH, Auteur ; Anke M. SCHEEREN, Auteur ; Sander BEGEER, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1959-1971 Langues : Anglais (eng) Mots-clés : ASD  Autism severity  Behavioral Rating Inventory Executive Functions (BRIEF)  Development  Executive functioning Index. décimale : PER Périodiques Résumé : Numerous studies investigated executive functioning (EF) problems in people with autism spectrum disorders (ASD) using laboratory EF tasks. As laboratory task performances often differ from real life observations, the current study focused on EF in everyday life of 118 children and adolescents with ASD (6–18 years). We investigated age-related and individual differences in EF problems as reported by parents on the Behavioral Rating Inventory Executive Functions (BRIEF: Gioia et al. in Behavior rating inventory of executive function. Psychological Assessment Resources, Odesse 2000), and examined the association with autism severity. Inhibition problems were mostly found in the youngest group (6- to 8-year-olds), whereas problems with planning where more evident for 12- to 14-year-olds as compared to 9- to 11-year-olds. In a subsample of participants meeting the ADOS ASD cut-off criteria the age related differences in planning were absent, while problems with cognitive flexibility were less apparent in 15- to 18-year-olds, compared to 9- to 11-, and 12- to 14-year olds. EF problems surpassing the clinical cutoff were only observed in 20 % (planning) to 51 % (cognitive flexibility) of the children and adolescents, and no relation was found with ASD symptom severity. This underlines the heterogeneous nature of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2071-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Age Related Differences of Executive Functioning Problems in Everyday Life of Children and Adolescents in the Autism Spectrum [texte imprimé] / Sanne F.W.M. VAN DEN BERGH, Auteur ; Anke M. SCHEEREN, Auteur ; Sander BEGEER, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur . - p.1959-1971. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1959-1971 Mots-clés : ASD  Autism severity  Behavioral Rating Inventory Executive Functions (BRIEF)  Development  Executive functioning Index. décimale : PER Périodiques Résumé : Numerous studies investigated executive functioning (EF) problems in people with autism spectrum disorders (ASD) using laboratory EF tasks. As laboratory task performances often differ from real life observations, the current study focused on EF in everyday life of 118 children and adolescents with ASD (6–18 years). We investigated age-related and individual differences in EF problems as reported by parents on the Behavioral Rating Inventory Executive Functions (BRIEF: Gioia et al. in Behavior rating inventory of executive function. Psychological Assessment Resources, Odesse 2000), and examined the association with autism severity. Inhibition problems were mostly found in the youngest group (6- to 8-year-olds), whereas problems with planning where more evident for 12- to 14-year-olds as compared to 9- to 11-year-olds. In a subsample of participants meeting the ADOS ASD cut-off criteria the age related differences in planning were absent, while problems with cognitive flexibility were less apparent in 15- to 18-year-olds, compared to 9- to 11-, and 12- to 14-year olds. EF problems surpassing the clinical cutoff were only observed in 20 % (planning) to 51 % (cognitive flexibility) of the children and adolescents, and no relation was found with ASD symptom severity. This underlines the heterogeneous nature of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2071-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder / Elizabeth HILVERT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425 Titre : An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Cheryl M. SCOTT, Auteur Article en page(s) : p.3412-3425 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Executive functioning  Expository  Writing Index. décimale : PER Périodiques Résumé : Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were also explored. Compared to NT peers, children with ASD wrote shorter expository texts that contained more grammatical errors, and needed more assistance from the experimenter to complete the writing assessment. However, the texts of children with and without ASD did not differ in their lexical diversity, use of writing conventions, and overall quality. Analyses also revealed that greater EF was associated with better writing outcomes in both groups. Educational implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] An In-Depth Analysis of Expository Writing in Children With and Without Autism Spectrum Disorder [texte imprimé] / Elizabeth HILVERT, Auteur ; Denise DAVIDSON, Auteur ; Cheryl M. SCOTT, Auteur . - p.3412-3425. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3412-3425 Mots-clés : Autism spectrum disorder  Executive functioning  Expository  Writing Index. décimale : PER Périodiques Résumé : Using detailed linguistic analysis, this study examined the expository writing abilities of school-age children with autism spectrum disorder (ASD) in comparison to neurotypical (NT) children. Associations between executive functioning (EF) and writing ability in children with and without ASD were also explored. Compared to NT peers, children with ASD wrote shorter expository texts that contained more grammatical errors, and needed more assistance from the experimenter to complete the writing assessment. However, the texts of children with and without ASD did not differ in their lexical diversity, use of writing conventions, and overall quality. Analyses also revealed that greater EF was associated with better writing outcomes in both groups. Educational implications of these findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04057-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? / Christopher JARROLD in Autism Research, 6-6 (December 2013)  

Public ISBD [article]  inAutism Research > 6-6 (December 2013) . - p.461-467 Titre : Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? Type de document : texte imprimé Auteurs : Christopher JARROLD, Auteur Année de publication : 2013 Article en page(s) : p.461-467 Langues : Anglais (eng) Mots-clés : autism  executive functioning  planning  set-shifting  Wisconsin Card Sorting Test  Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? [texte imprimé] / Christopher JARROLD, Auteur . - 2013 . - p.461-467. Langues : Anglais (eng) in Autism Research > 6-6 (December 2013) . - p.461-467 Mots-clés : autism  executive functioning  planning  set-shifting  Wisconsin Card Sorting Test  Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students / Renee R. DIJKHUIS in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363 Titre : Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students Type de document : texte imprimé Auteurs : Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur Article en page(s) : p.1353-1363 Langues : Anglais (eng) Mots-clés : Autism  Executive functioning  Higher education  Young adults Index. décimale : PER Périodiques Résumé : Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04267-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students [texte imprimé] / Renee R. DIJKHUIS, Auteur ; Leo DE SONNEVILLE, Auteur ; Tim ZIERMANS, Auteur ; Wouter STAAL, Auteur ; Hanna SWAAB, Auteur . - p.1353-1363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1353-1363 Mots-clés : Autism  Executive functioning  Higher education  Young adults Index. décimale : PER Périodiques Résumé : Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (Mage = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04267-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Autism Traits Predict Self-reported Executive Functioning Deficits in Everyday Life and an Aversion to Exercise / Lauren A. MASON in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2725-2750 Titre : Autism Traits Predict Self-reported Executive Functioning Deficits in Everyday Life and an Aversion to Exercise Type de document : texte imprimé Auteurs : Lauren A. MASON, Auteur ; B.M. ZIMIGA, Auteur ; Regina ANDERS-JEFFERSON, Auteur ; Kenneth R. PAAP, Auteur Article en page(s) : p.2725-2750 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Affect/physiology  Autistic Disorder/diagnosis/psychology  Avoidance Learning/physiology  Cognitive Dysfunction/diagnosis/psychology  Executive Function/physiology  Exercise/physiology/psychology  Female  Humans  Male  Middle Aged  Predictive Value of Tests  Self Report  Students/psychology  Young Adult  Autism quotient  Autism traits  Executive functioning  Exercise Index. décimale : PER Périodiques Résumé : Are Autism Quotient (AQ) scores related to executive functioning (EF)? We sampled 200 students of normal intelligence and examined the relationship between AQ scores and: (a) 5 self-ratings of EF, (b) 5 performance-based measures of EF, and (c) 5 types of activities or experiences that are assumed to recruit EF and sometimes enhance EF. Our findings reveal that as AQ scores increase, self-rated EF ability decreases. AQ scores and self-reported EF measures do not correlate with objective EF task performance. Furthermore, AQ scores were shown to be negatively associated with many specific types of physical activity. As AQ scores increase, individuals report fewer positive reasons for exercise and more rationalizations for not engaging in more exercise. En ligne : http://dx.doi.org/10.1007/s10803-020-04741-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Autism Traits Predict Self-reported Executive Functioning Deficits in Everyday Life and an Aversion to Exercise [texte imprimé] / Lauren A. MASON, Auteur ; B.M. ZIMIGA, Auteur ; Regina ANDERS-JEFFERSON, Auteur ; Kenneth R. PAAP, Auteur . - p.2725-2750. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2725-2750 Mots-clés : Adolescent  Adult  Affect/physiology  Autistic Disorder/diagnosis/psychology  Avoidance Learning/physiology  Cognitive Dysfunction/diagnosis/psychology  Executive Function/physiology  Exercise/physiology/psychology  Female  Humans  Male  Middle Aged  Predictive Value of Tests  Self Report  Students/psychology  Young Adult  Autism quotient  Autism traits  Executive functioning  Exercise Index. décimale : PER Périodiques Résumé : Are Autism Quotient (AQ) scores related to executive functioning (EF)? We sampled 200 students of normal intelligence and examined the relationship between AQ scores and: (a) 5 self-ratings of EF, (b) 5 performance-based measures of EF, and (c) 5 types of activities or experiences that are assumed to recruit EF and sometimes enhance EF. Our findings reveal that as AQ scores increase, self-rated EF ability decreases. AQ scores and self-reported EF measures do not correlate with objective EF task performance. Furthermore, AQ scores were shown to be negatively associated with many specific types of physical activity. As AQ scores increase, individuals report fewer positive reasons for exercise and more rationalizations for not engaging in more exercise. En ligne : http://dx.doi.org/10.1007/s10803-020-04741-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Bimodal Virtual Reality Stroop for Assessing Distractor Inhibition in Autism Spectrum Disorders / Thomas D. PARSONS in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism / Laura MACMULLEN FREEMAN in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

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Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder / Manisha D. UDHNANI in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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Brief Report: Role of Parent-Reported Executive Functioning and Anxiety in Insistence on Sameness in Individuals with Germline PTEN Mutations / Mirko ULJAREVIĆ in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

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Brief Report: Young Children with Autism Can Generate Intent-Based Moral Judgments / Francesco MARGONI in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

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