[article]
| Titre : |
Transdiagnostic neurocognitive compensatory strategies |
| Type de document : |
texte imprimé |
| Auteurs : |
Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur |
| Article en page(s) : |
202787 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Compensation Autism Spectrum Disorder Attention-Deficit Hyperactivity Disorder Resilience Adaptation Neurodiversity Neuroscience |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Some neurodivergent children, such as those with autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) diagnoses, may “compensate” by using executive function skills to support social behaviors despite underlying difficulties in social cognition. However, it is unknown whether compensation (e.g., demonstrating real-world adaptive social behavior despite social cognition difficulties) is transdiagnostic across neurodivergent and neurotypical (NT) development, and whether compensation is evident with meaningful discrepancies between neurobiological, cognitive, and behavioral factors. Methods A total of 74 children between 7–12 years-old with diagnostic classification of ASD (n = 33), ADHD (n = 10), ASD+ADHD (n = 20), and NT (n = 11) completed a range of neural, cognitive, and behavioral tasks. Children were assigned compensation group status; High Compensators demonstrated more real-world social skills despite spontaneous social cognition difficulties, while Low Compensators demonstrated similar social cognition difficulties accompanied by fewer real-world social skills. Results Compared to Low Compensators, High Compensators demonstrated better neurocognitive and electrophysiological inhibition including conflict monitoring, response inhibition, shorter stop-signal reaction times in a Stop-Change Task, and smaller N2 and larger P3 amplitudes in the No-go condition of a cued event-related potential Go/Nogo task. High Compensators did not differ from Low Compensators in intelligence, internalizing and externalizing symptoms, caregiver-reported behavioral regulation, or proportion of diagnostic group classification. Conclusions Adaptive social skills behavior despite underlying challenges with spontaneous social cognition may be supported by stronger neurocognitive and electrophysiological executive function skills (i.e., social compensation). Transdiagnostic neurocognitive compensatory strategies are consistent with strength-based and developmental models of neurodiversity and advance the field of neurodiversity. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202787 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 |
in Research in Autism > 131 (March 2026) . - 202787
[article] Transdiagnostic neurocognitive compensatory strategies [texte imprimé] / Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur . - 202787. Langues : Anglais ( eng) in Research in Autism > 131 (March 2026) . - 202787
| Mots-clés : |
Compensation Autism Spectrum Disorder Attention-Deficit Hyperactivity Disorder Resilience Adaptation Neurodiversity Neuroscience |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Some neurodivergent children, such as those with autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) diagnoses, may “compensate” by using executive function skills to support social behaviors despite underlying difficulties in social cognition. However, it is unknown whether compensation (e.g., demonstrating real-world adaptive social behavior despite social cognition difficulties) is transdiagnostic across neurodivergent and neurotypical (NT) development, and whether compensation is evident with meaningful discrepancies between neurobiological, cognitive, and behavioral factors. Methods A total of 74 children between 7–12 years-old with diagnostic classification of ASD (n = 33), ADHD (n = 10), ASD+ADHD (n = 20), and NT (n = 11) completed a range of neural, cognitive, and behavioral tasks. Children were assigned compensation group status; High Compensators demonstrated more real-world social skills despite spontaneous social cognition difficulties, while Low Compensators demonstrated similar social cognition difficulties accompanied by fewer real-world social skills. Results Compared to Low Compensators, High Compensators demonstrated better neurocognitive and electrophysiological inhibition including conflict monitoring, response inhibition, shorter stop-signal reaction times in a Stop-Change Task, and smaller N2 and larger P3 amplitudes in the No-go condition of a cued event-related potential Go/Nogo task. High Compensators did not differ from Low Compensators in intelligence, internalizing and externalizing symptoms, caregiver-reported behavioral regulation, or proportion of diagnostic group classification. Conclusions Adaptive social skills behavior despite underlying challenges with spontaneous social cognition may be supported by stronger neurocognitive and electrophysiological executive function skills (i.e., social compensation). Transdiagnostic neurocognitive compensatory strategies are consistent with strength-based and developmental models of neurodiversity and advance the field of neurodiversity. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202787 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 |
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Transdiagnostic neurocognitive compensatory strategies in Research in Autism, 131 (March 2026)
