Using Inclusive Sampling to Highlight Specific Executive Functioning Impairments in Autism Spectrum Disorder

Autor/inn/en	McGonigle-Chalmers, Maggie; McCrohan, Fiona
Titel	Using Inclusive Sampling to Highlight Specific Executive Functioning Impairments in Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 64 (2018) 4-5, S.244-254 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCrohan, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2017.1288887
Schlagwörter	Executive Function; Autism; Pervasive Developmental Disorders; Children; Sampling; Intelligence Quotient; Nonverbal Ability; Cognitive Processes; Difficulty Level; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Intelligenzquotient; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Objectives: The aim of the study is to help identify the nature of impaired executive functioning (EF) in children with autism spectrum disorder (ASD). It is also argued that participant sampling by age alone should inform experimental research on EF, as selection through IQ matching may weaken any experimental effects. Methods: Sixteen children with ASD across a wide range of Nonverbal IQ (NVIQ) and 16 neurotypical control children matched on age alone were given two different types of computerized sequencing game. Both required top-down organization, but in one case the sequence had to be self-generated while in the second it had to be learned and strictly followed. Measures of learning success in relation to NVIQ, and information processing demands were made. Results: Children with ASD were significantly impaired on the first task only, especially when the processing demands were increased. The effects were particularly pronounced for children with below average NVIQ. Conclusions: The study indicates a selective problem with self-organized sequencing in ASD with implications for certain real world contexts, but also points to a need for more inclusive sampling of children in order to fully expose specific executive impairments in autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01