Here's the story: Narrative ability and executive function in autism spectrum disorder / Gabriella GRECO in Research in Autism Spectrum Disorders, 101 (March 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 101 (March 2023) . - 102092 Titre : Here's the story: Narrative ability and executive function in autism spectrum disorder Type de document : texte imprimé Auteurs : Gabriella GRECO, Auteur ; Boin CHOI, Auteur ; Kasey MICHEL, Auteur ; Susan FAJA, Auteur Article en page(s) : 102092 Langues : Anglais (eng) Mots-clés : Narrative  Pragmatics  Executive function  Inhibition  Working Memory  Autism Index. décimale : PER Périodiques Résumé : Background Difficulties with narrative have been reported in individuals diagnosed with autism spectrum disorder (ASD), but the role of executive function on narrative ability has not been examined in ASD. In this study, we aimed to (1) examine whether narrative abilities of ASD children differed from neurotypical (NT) children who did not differ in age, sex, and IQ; and (2) investigate relations between executive function and narrative ability in ASD children. Method Narratives were elicited from 64 ASD children and 26 NT children using a wordless picture book and coded to derive several aspects of narrative ability such as propositions, evaluative devices, and self-repairs. Executive functions (specifically, inhibition and working memory) were measured using both experimenter-administered assessment and parent-report measures. Results Compared to NT children, ASD children produced fewer propositions but did not differ in their use of evaluative devices and self-repairs during narrative production. Greater inhibitory challenges related to more self-repairs involving repetition of story elements, whereas working memory did not relate to any of the measures of narrative ability among ASD children. Conclusions This study revealed that narratives by verbally fluent ASD children were shorter and less complex than those by NT children but did not differ in the specific features of narratives. Furthermore, although ASD children did not make more self-repairs than NT children, difficulty with inhibition was related to more self-repairs, indicating more dysfluent narrative production in ASD children, which has implications for intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Here's the story: Narrative ability and executive function in autism spectrum disorder [texte imprimé] / Gabriella GRECO, Auteur ; Boin CHOI, Auteur ; Kasey MICHEL, Auteur ; Susan FAJA, Auteur . - 102092. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102092 Mots-clés : Narrative  Pragmatics  Executive function  Inhibition  Working Memory  Autism Index. décimale : PER Périodiques Résumé : Background Difficulties with narrative have been reported in individuals diagnosed with autism spectrum disorder (ASD), but the role of executive function on narrative ability has not been examined in ASD. In this study, we aimed to (1) examine whether narrative abilities of ASD children differed from neurotypical (NT) children who did not differ in age, sex, and IQ; and (2) investigate relations between executive function and narrative ability in ASD children. Method Narratives were elicited from 64 ASD children and 26 NT children using a wordless picture book and coded to derive several aspects of narrative ability such as propositions, evaluative devices, and self-repairs. Executive functions (specifically, inhibition and working memory) were measured using both experimenter-administered assessment and parent-report measures. Results Compared to NT children, ASD children produced fewer propositions but did not differ in their use of evaluative devices and self-repairs during narrative production. Greater inhibitory challenges related to more self-repairs involving repetition of story elements, whereas working memory did not relate to any of the measures of narrative ability among ASD children. Conclusions This study revealed that narratives by verbally fluent ASD children were shorter and less complex than those by NT children but did not differ in the specific features of narratives. Furthermore, although ASD children did not make more self-repairs than NT children, difficulty with inhibition was related to more self-repairs, indicating more dysfluent narrative production in ASD children, which has implications for intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.102092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder / Susan FAJA in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.346-360 Titre : A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder Type de document : texte imprimé Auteurs : Susan FAJA, Auteur ; Tessa CLARKSON, Auteur ; Rachel GILBERT, Auteur ; Akshita VAIDYANATHAN, Auteur ; Gabriella GRECO, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Kate DRISCOLL, Auteur Article en page(s) : p.346-360 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trial  event-related potential  executive function  inhibition Index. décimale : PER Périodiques Résumé : Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum. En ligne : http://dx.doi.org/10.1177/13623613211014990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder [texte imprimé] / Susan FAJA, Auteur ; Tessa CLARKSON, Auteur ; Rachel GILBERT, Auteur ; Akshita VAIDYANATHAN, Auteur ; Gabriella GRECO, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Kate DRISCOLL, Auteur . - p.346-360. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.346-360 Mots-clés : autism spectrum disorder  clinical trial  event-related potential  executive function  inhibition Index. décimale : PER Périodiques Résumé : Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum. En ligne : http://dx.doi.org/10.1177/13623613211014990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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