[article] 
inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.429-437

Titre :	The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Chaya ZINGEREVICH, Auteur ; Patricia LAVESSER, Auteur
Année de publication :	2009
Article en page(s) :	p.429-437
Langues :	Anglais (eng)
Mots-clés :	Executive-functions Autism Participation School
Index. décimale :	PER Périodiques
Résumé :	This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6–9 years while controlling for sensory processing. Twenty-four children, ages 73–112 months (S.D. = 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.09.002
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

[article] The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Chaya ZINGEREVICH, Auteur ; Patricia LAVESSER, Auteur . - 2009 . - p.429-437.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.429-437

Mots-clés :	Executive-functions Autism Participation School
Index. décimale :	PER Périodiques
Résumé :	This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6–9 years while controlling for sensory processing. Twenty-four children, ages 73–112 months (S.D. = 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.09.002
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709