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Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder / M Mar GÓMEZ-PÉREZ in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M Mar GÓMEZ-PÉREZ, Auteur ; Sara MATA, Auteur ; Francisca SERRANO, Auteur ; María Dolores CALERO, Auteur Article en page(s) : p.4230-4242 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Learning potential Prognosis Response training Wisconsin card sorting test Index. décimale : PER Périodiques Résumé : This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and social abilities. Participants were 105 children (43 with ASD/62 with TD). Results showed evidence of construct validity in an ASD population (improvements from pretest to posttest), that full IQ influenced pretest performance but did not affect LP, and that a relationship between LP and verbal and social abilities existed only in children with ASD. Conclusions indicate the appropriateness of the WCST-LP in ASD prognosis assessment. En ligne : http://dx.doi.org/10.1007/s10803-020-04488-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4230-4242[article] Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M Mar GÓMEZ-PÉREZ, Auteur ; Sara MATA, Auteur ; Francisca SERRANO, Auteur ; María Dolores CALERO, Auteur . - p.4230-4242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4230-4242
Mots-clés : Autism spectrum disorders Learning potential Prognosis Response training Wisconsin card sorting test Index. décimale : PER Périodiques Résumé : This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and social abilities. Participants were 105 children (43 with ASD/62 with TD). Results showed evidence of construct validity in an ASD population (improvements from pretest to posttest), that full IQ influenced pretest performance but did not affect LP, and that a relationship between LP and verbal and social abilities existed only in children with ASD. Conclusions indicate the appropriateness of the WCST-LP in ASD prognosis assessment. En ligne : http://dx.doi.org/10.1007/s10803-020-04488-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Brief Report: Further Evidence for a Link Between Inner Speech Limitations and Executive Function in High-Functioning Children with Autism Spectrum Disorders / Suzanna N. RUSSELL-SMITH in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
[article]
Titre : Brief Report: Further Evidence for a Link Between Inner Speech Limitations and Executive Function in High-Functioning Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Suzanna N. RUSSELL-SMITH, Auteur ; Bronwynn J. E. COMERFORD, Auteur ; Murray T. MAYBERY, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Année de publication : 2014 Article en page(s) : p.1236-1243 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorder Executive function Cognitive flexibility Inner speech Wisconsin card sorting test Articulatory suppression Index. décimale : PER Périodiques Résumé : This study investigated the involvement of inner speech limitations in the executive dysfunction associated with autism spectrum disorders (ASDs). Seventeen children with ASD and 18 controls, statistically-matched in age and IQ, performed a computer-based card sorting test (CST) to assess cognitive flexibility under four conditions: baseline, with articulatory suppression, with a concurrent mouthing task, and while verbalizing their strategies aloud. Articulatory suppression adversely affected CST performance for the control group but not the ASD group. The results additionally showed that overtly verbalizing strategies did not benefit the ASD children as it did the typically developing children. The findings thus provide further evidence that ASD children do not use inner speech to the same extent, or with the same effectiveness, as typically developing children when performing executive tasks. En ligne : http://dx.doi.org/10.1007/s10803-013-1975-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1236-1243[article] Brief Report: Further Evidence for a Link Between Inner Speech Limitations and Executive Function in High-Functioning Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Suzanna N. RUSSELL-SMITH, Auteur ; Bronwynn J. E. COMERFORD, Auteur ; Murray T. MAYBERY, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - 2014 . - p.1236-1243.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1236-1243
Mots-clés : Autism Autism spectrum disorder Executive function Cognitive flexibility Inner speech Wisconsin card sorting test Articulatory suppression Index. décimale : PER Périodiques Résumé : This study investigated the involvement of inner speech limitations in the executive dysfunction associated with autism spectrum disorders (ASDs). Seventeen children with ASD and 18 controls, statistically-matched in age and IQ, performed a computer-based card sorting test (CST) to assess cognitive flexibility under four conditions: baseline, with articulatory suppression, with a concurrent mouthing task, and while verbalizing their strategies aloud. Articulatory suppression adversely affected CST performance for the control group but not the ASD group. The results additionally showed that overtly verbalizing strategies did not benefit the ASD children as it did the typically developing children. The findings thus provide further evidence that ASD children do not use inner speech to the same extent, or with the same effectiveness, as typically developing children when performing executive tasks. En ligne : http://dx.doi.org/10.1007/s10803-013-1975-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? / Christopher JARROLD in Autism Research, 6-6 (December 2013)
[article]
Titre : Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur Année de publication : 2013 Article en page(s) : p.461-467 Langues : Anglais (eng) Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.461-467[article] Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur . - 2013 . - p.461-467.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.461-467
Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221