[article] 
inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739

Titre :	Anxiety relates to classroom executive function problems in students with ASD, but not ADHD
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur
Article en page(s) :	101739
Langues :	Anglais (eng)
Mots-clés :	Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility
Index. décimale :	PER Périodiques
Résumé :	Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration.
En ligne :	https://doi.org/10.1016/j.rasd.2021.101739
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

[article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [Texte imprimé et/ou numérique] / Mary F. S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739

Mots-clés :	Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility
Index. décimale :	PER Périodiques
Résumé :	Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration.
En ligne :	https://doi.org/10.1016/j.rasd.2021.101739
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443