Neural Dynamics of Executive Function in Cognitively Able Kindergarteners with Autism Spectrum Disorders as Predictors of Concurrent Academic Achievement

Autor/inn/en	Kim, So Hyun; Buzzell, George; Faja, Susan; Choi, Yeo Bi; Thomas, Hannah R; Brito, Natalie Hiromi; Shuffrey, Lauren C.; Fifer, William P.; Morrison, Frederick D.; Lord, Catherine; Fox, Nathan
Titel	Neural Dynamics of Executive Function in Cognitively Able Kindergarteners with Autism Spectrum Disorders as Predictors of Concurrent Academic Achievement
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 3, S.780-794 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, So Hyun) ORCID (Choi, Yeo Bi) ORCID (Lord, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319874920
Schlagwörter	Executive Function; Kindergarten; Autism; Pervasive Developmental Disorders; Academic Achievement; Measurement Techniques; Factor Analysis; Measurement Equipment; Error Patterns; Physiology; Brain Hemisphere Functions; Cognitive Processes; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Schulleistung; Messtechnik; Faktorenanalyse; Messinstrument; Fehlertyp; Physiologie; Cognitive process; Kognitiver Prozess
Abstract	Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01