Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth / Elizabeth G. S. MUNSELL in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285 Titre : Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.4274-4285 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Daily living skills  Executive functioning  Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth [Texte imprimé et/ou numérique] / Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur . - p.4274-4285. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285 Mots-clés : Adaptive behavior  Autism  Daily living skills  Executive functioning  Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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