Identifying Set-Switching Difficulties in Autism Spectrum Disorder Using a Rule Following Task

Autor/inn/en	Sawaya, Helen; McGonigle-Chalmers, Maggie; Kusel, Iain
Titel	Identifying Set-Switching Difficulties in Autism Spectrum Disorder Using a Rule Following Task
Quelle	In: International Journal of Developmental Disabilities, 67 (2021) 4, S.245-255 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1580473
Schlagwörter	Autism; Pervasive Developmental Disorders; Adolescents; Perceptual Motor Learning; Cognitive Processes; Computer Games; Visual Stimuli; Perceptual Motor Coordination; Cognitive Ability; Abstract Reasoning; Executive Function; Transfer of Training; Color; Foreign Countries; Special Schools; Children; Intelligence Tests; Error Patterns; United Kingdom (Edinburgh); Wisconsin Card Sorting Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Cognitive process; Kognitiver Prozess; Computer game; Computerspiel; Computerspiele; Körperkoordination; Denkfähigkeit; Abstraktes Denken; Denken; Training; Transfer; Ausbildung; Colour; Farbbezeichnung; Farbe; Ausland; Special school; Sonderschule; Child; Kind; Kinder; Intelligence test; Intelligenztest; Fehlertyp
Abstract	Objectives: The aim of the study is to distinguish between perceptuomotor and cognitive inflexibility as the source of set-switching difficulties in children with autism spectrum disorder (ASD). Methods: Seventeen adolescents with ASD and 17 neurotypical controls were presented with a computerized sequencing game using colored shapes. The sequence required a shift in perceptuomotor responding that could also be represented at a conceptual level. Measures of perceptuomotor inflexibility were based on errors and response times specifically on the critical switch item in the sequence. The task included three transfer phases in which the same rule was to be applied to new shapes and colors. Higher-order rule conceptualization was operationalized as the ability to abstract the switching rule and apply it across these phases. Results: Participants with ASD showed predicted difficulties on the perceptuomotor shift, but no deficit on the transfer phases. Conclusions: The study indicates a problem with perceptuomotor inflexibility in ASD that can explain why 'extra-dimensional' shifting is sometimes reported as problematic in this group. Implications for difficulties in more real-world contexts are discussed. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01