[article]
| Titre : |
Impairments on "open-ended" executive function tests in autism |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Sarah WHITE, Auteur ; Elisabeth HILL, Auteur ; Paul W. BURGESS, Auteur |
| Année de publication : |
2009 |
| Article en page(s) : |
p.138-147 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
autism executive-function ecological-validity open-ended implicit |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The executive function (EF) theory of autism has received much support recently from a growing number of studies. However, executive impairments have not always been easy to identify consistently and so novel ecologically valid tests have been designed which tap into real-life scenarios that are relevant to and representative of everyday behavior. One characteristic of many of these tasks is that they present the participant with an ill-structured or open-ended situation. Here, we investigated the possibility that tasks with greater degrees of open-endedness might prove more sensitive to detecting executive impairment in autism. Forty-five children with autism spectrum disorder (ASD) were compared to 27 age- and IQ-matched control children on a range of cognitive tests of EF. Group differences were found on half of the tasks, with the greatest degree of impairment detected on the more open-ended tasks. The ASD group also performed more poorly on a simple control condition of a task. Detailed consideration of task performance suggested that the ASD group tended to create fewer spontaneous strategies and exhibit more idiosyncratic behavior, which particularly disadvantaged them on the more open-ended tasks. These kinds of behaviors have been reported in studies of neurological patients with frontal lobe involvement, prima facie suggesting a link between the scientific fields. However, we suggest that this behavior might equally result from a poor understanding of the implicit demands made by the experimenter in open-ended test situations, due to the socio-communicative difficulties of these children. |
| En ligne : |
http://dx.doi.org/10.1002/aur.78 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=937 |
in Autism Research > 2-3 (June 2009) . - p.138-147
[article] Impairments on "open-ended" executive function tests in autism [Texte imprimé et/ou numérique] / Sarah WHITE, Auteur ; Elisabeth HILL, Auteur ; Paul W. BURGESS, Auteur . - 2009 . - p.138-147. Langues : Anglais ( eng) in Autism Research > 2-3 (June 2009) . - p.138-147
| Mots-clés : |
autism executive-function ecological-validity open-ended implicit |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The executive function (EF) theory of autism has received much support recently from a growing number of studies. However, executive impairments have not always been easy to identify consistently and so novel ecologically valid tests have been designed which tap into real-life scenarios that are relevant to and representative of everyday behavior. One characteristic of many of these tasks is that they present the participant with an ill-structured or open-ended situation. Here, we investigated the possibility that tasks with greater degrees of open-endedness might prove more sensitive to detecting executive impairment in autism. Forty-five children with autism spectrum disorder (ASD) were compared to 27 age- and IQ-matched control children on a range of cognitive tests of EF. Group differences were found on half of the tasks, with the greatest degree of impairment detected on the more open-ended tasks. The ASD group also performed more poorly on a simple control condition of a task. Detailed consideration of task performance suggested that the ASD group tended to create fewer spontaneous strategies and exhibit more idiosyncratic behavior, which particularly disadvantaged them on the more open-ended tasks. These kinds of behaviors have been reported in studies of neurological patients with frontal lobe involvement, prima facie suggesting a link between the scientific fields. However, we suggest that this behavior might equally result from a poor understanding of the implicit demands made by the experimenter in open-ended test situations, due to the socio-communicative difficulties of these children. |
| En ligne : |
http://dx.doi.org/10.1002/aur.78 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=937 |
|
Impairments on "open-ended" executive function tests in autism in Autism Research, 2-3 (June 2009)
