Brief Report: A Preliminary Study of the Relationship between Repetitive Behaviors and Concurrent Executive Function Demands in Children with Autism Spectrum Disorder / Mackenzie N. CISSNE in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1896-1902 Titre : Brief Report: A Preliminary Study of the Relationship between Repetitive Behaviors and Concurrent Executive Function Demands in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mackenzie N. CISSNE, Auteur ; Lindsay E. KESTER, Auteur ; Amanda J. MOFFITT GUNN, Auteur ; Kimberly E. BODNER, Auteur ; Judith H. MILES, Auteur ; Shawn E. CHRIST, Auteur Article en page(s) : p.1896-1902 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Cognition  Executive Function/physiology  Humans  Inhibition, Psychological  Antisaccade  Autism Spectrum Disorder  Cognitive flexibility  Executive function  Inhibitory control  Repetitive behaviors Index. décimale : PER Périodiques Résumé : The present study evaluated the hypothesis that the strength of the relationship between executive function (EF) and repetitive behaviors and restricted interests (RBRI) symptomatology is moderated by the degree to which concurrent demands are placed on multiple aspects of EF. An eye movement task was used to evaluate inhibition and task switching ability (both together and in isolation) in a sample of 22 children with autism spectrum disorder (ASD). The Repetitive Behavior Scale-Revised (RBS-R) was used to assess the severity of RBRI symptoms. Results provide preliminary support for the aforementioned hypothesis. RBS-R scores were significantly correlated with task performance when simultaneous demands were placed on switching and inhibition; however, no such relationship was found for inhibition-only or switching-only task conditions. En ligne : http://dx.doi.org/10.1007/s10803-021-05071-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Brief Report: A Preliminary Study of the Relationship between Repetitive Behaviors and Concurrent Executive Function Demands in Children with Autism Spectrum Disorder [texte imprimé] / Mackenzie N. CISSNE, Auteur ; Lindsay E. KESTER, Auteur ; Amanda J. MOFFITT GUNN, Auteur ; Kimberly E. BODNER, Auteur ; Judith H. MILES, Auteur ; Shawn E. CHRIST, Auteur . - p.1896-1902. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1896-1902 Mots-clés : Autism Spectrum Disorder/diagnosis  Child  Cognition  Executive Function/physiology  Humans  Inhibition, Psychological  Antisaccade  Autism Spectrum Disorder  Cognitive flexibility  Executive function  Inhibitory control  Repetitive behaviors Index. décimale : PER Périodiques Résumé : The present study evaluated the hypothesis that the strength of the relationship between executive function (EF) and repetitive behaviors and restricted interests (RBRI) symptomatology is moderated by the degree to which concurrent demands are placed on multiple aspects of EF. An eye movement task was used to evaluate inhibition and task switching ability (both together and in isolation) in a sample of 22 children with autism spectrum disorder (ASD). The Repetitive Behavior Scale-Revised (RBS-R) was used to assess the severity of RBRI symptoms. Results provide preliminary support for the aforementioned hypothesis. RBS-R scores were significantly correlated with task performance when simultaneous demands were placed on switching and inhibition; however, no such relationship was found for inhibition-only or switching-only task conditions. En ligne : http://dx.doi.org/10.1007/s10803-021-05071-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Social Skills Intervention Participation and Associated Improvements in Executive Function Performance / Shawn E. CHRIST in Autism Research and Treatment, 2017 (2017)  

Public ISBD [article]  inAutism Research and Treatment > 2017 (2017) Titre : Social Skills Intervention Participation and Associated Improvements in Executive Function Performance Type de document : texte imprimé Auteurs : Shawn E. CHRIST, Auteur ; Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Kimberly E. BODNER, Auteur ; Amanda J. MOFFITT GUNN, Auteur ; Melissa J. HERZOG, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory. En ligne : http://dx.doi.org/10.1155/2017/5843851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Social Skills Intervention Participation and Associated Improvements in Executive Function Performance [texte imprimé] / Shawn E. CHRIST, Auteur ; Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Kimberly E. BODNER, Auteur ; Amanda J. MOFFITT GUNN, Auteur ; Melissa J. HERZOG, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2017 (2017) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory. En ligne : http://dx.doi.org/10.1155/2017/5843851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

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