Real-World Executive Functioning for Autistic Children in School and Home Settings

Autor/inn/en	Tschida, Jessica E.; Yerys, Benjamin E.
Titel	Real-World Executive Functioning for Autistic Children in School and Home Settings
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 5, S.1095-1107 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tschida, Jessica E.) ORCID (Yerys, Benjamin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211041189
Schlagwörter	Executive Function; Students with Disabilities; Age Differences; Behavior Problems; Interrater Reliability; Family Environment; Educational Environment; Children; Adolescents; Autism; Individual Characteristics; Pennsylvania (Philadelphia); Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Age; Difference; Age difference; Altersunterschied; Interrater-Reliabilität; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Executive function challenges are commonly reported in the home setting for children with an autism spectrum disorder diagnosis (hereafter, autism), but little is known about these challenges in the school setting. A total of 337 youth (autism, N = 241 and typically developing, N = 96) were assessed using Behavior Rating Inventory of Executive Function ratings from home and school settings. Within each setting, we examined differences in specific executive function skills between diagnostic groups. Then, we examined if the autism group showed similar peak executive function impairments, associations with age, and relationships with adaptive behavior across settings. Finally, we examined inter-rater reliability. Autism and typically developing groups differed on all Behavior Rating Inventory of Executive Function scales in both settings. The Shift scale was the peak impairment in the autism group in both settings. There was also an effect of age on executive function impairment in both settings, and executive function ratings in both settings significantly predicted individual adaptive behavior domains. Inter-rater correlations for autistic participants were similar to inter-rater reliability correlations from the Behavior Rating Inventory of Executive Function standardization sample. This study shows that autistic children experience similar but not identical real-world executive function challenges across school and home settings and that supports may vary by setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01