Parent Reports of Executive Function Associated with Functional Communication and Conversational Skills Among School Age Children With and Without Autism Spectrum Disorder

被引:27
作者
Hutchison, Sarah M. [1 ,2 ,3 ]
Muller, Ulrich [2 ]
Iarocci, Grace [1 ]
机构
[1] Simon Fraser Univ, Vancouver, BC, Canada
[2] Univ Victoria, Victoria, BC, Canada
[3] Univ British Columbia, Dept Pediat, 4480 Oak St, Vancouver, BC V6H 3V4, Canada
基金
加拿大自然科学与工程研究理事会;
关键词
Behavior rating inventory of executive function; Behavior assessment system for children-second edition; Multidimensional social competence scale; Verbal conversation; Youth; SOCIAL COMMUNICATION; ADAPTIVE-BEHAVIOR; QUOTIENT AQ; LANGUAGE; MIND; PRESCHOOLERS; ADOLESCENCE; IMPAIRMENTS; COMPETENCE; CHILDHOOD;
D O I
10.1007/s10803-019-03958-6
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Despite average or above cognitive and verbal abilities, many children with autism spectrum disorder (ASD) experience difficulties in functional and social communication. Executive functioning (EF) may be the cognitive and regulatory mechanism that underlies these difficulties. Parents rated 92 children with ASD as demonstrating significantly more challenges than 94 typically developing children on measures of EF (Behavior Rating Inventory of Executive Function; BRIEF), functional communication (FC), and verbal conversation (VC) skills. For both groups, the BRIEF metacognition scale emerged as a strong predictor of FC, while the BRIEF behavior regulation and the inhibit scale were predictive of VC skills. These findings suggest that targeting EF domains specifically may improve FC and VC skills in children with ASD.
引用
收藏
页码:2019 / 2029
页数:11
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