Event-based prospective memory in children with autism spectrum disorder: The role of executive function

2014 ◽  
Vol 8 (6) ◽  
pp. 654-660 ◽  
Author(s):  
Li Yi ◽  
Yuebo Fan ◽  
Lisa Joseph ◽  
Dan Huang ◽  
Xueqin Wang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Prospective Memory ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Event Based

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

scholarly journals The role of caregiver speech in supporting language development in infants and toddlers with autism spectrum disorder

2020 ◽  
Vol 32 (4) ◽  
pp. 1230-1239 ◽  
Author(s):  
Meghan R. Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Best Practice ◽  
Intervention Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Research ◽  
Language Data

AbstractParents play an essential role in supporting child development by providing a safe home, proper nutrition, and rich educational opportunities. In this article we focus on the role of caregiver speech in supporting development of young children with autism spectrum disorder (ASD). We review studies from typically developing children and children with autism showing that rich and responsive caregiver speech supports language development. Autism intervention studies that target caregiver speech are reviewed as are recent scientific advances from studies of typical development. The strengths and weakness of different techniques for collecting language data from caregivers and children are reviewed, and natural language samples are recommended as best practice for language research in autism. We conclude that caregivers play a powerful role in shaping their children's development and encourage researchers to adapt parent-mediated intervention studies to acknowledge individual differences in parents by using a personalized medicine approach.

Improving executive function skills in children with autism spectrum disorder: The example of a new executive training protocol based on LearnEnjoy digital apps

2015 ◽  
Vol 30 (S2) ◽  
pp. S56-S56
Author(s):  
S. Moutier
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Executive Functions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Executive Training ◽  
School Activities ◽  
Show Evidence ◽  
Atypical Development

Children with autism spectrum disorder (ASD) have serious difficulties to ignore visual and auditory distractors, or to inhibit ongoing activity on behalf of a new one, or to extract themselves from a routine. Such so-called executive functions enable us to control ourselves and to consider things from multiple points of view. They also involve paying attention, remembering what we need to remember to pursue our goals, thinking flexibly and not going on automatic, exercising inhibition. Then, the observed executive inefficiency of ASD could be one of the main cause of perseverating behaviors in daily life and school activities. If the question of the efficient evolution of these executive functions from childhood to neurotypical adulthood has been addressed in many cognitive development researches, very few studies have focused on the atypical development of ASD patients. Following Diamond et al. , it is important to note that beyond acquiring always more knowledge, it is crucial to be able to inhibit reactions that get in the way of learning something new. Using preliminary data, we will explain how LearnEnjoy apps could become an essential basis of an innovative experimental paradigm, aiming at a better understanding of the atypical executive development of school-age ASD children. Based on new executive digital apps such as Stroop or Flanker Tasks testing for executive inhibition, the main goal of this scientific project is to show evidence of the possibility of executive training in children with ASD. As executive function skills predict children's success in life and in school , such a new scientific study should allow us to envisage creating innovative remediation protocols for improving the deliberate, goal-directed control of behavior of ASD patients.

scholarly journals Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function

2014 ◽  
Vol 45 (6) ◽  
pp. 1579-1587 ◽  
Author(s):  
Cara E. Pugliese ◽  
Laura Anthony ◽  
John F. Strang ◽  
Katerina Dudley ◽  
Gregory L. Wallace ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Skill Deficits
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