scholarly journals Sex differences in the relationship between social difficulties and executive dysfunction in children and adolescents with autism spectrum disorder

2018 ◽  
Author(s):  
Tonje Torske ◽  
Terje Nærland ◽  
Daniel S. Quintana ◽  
Ruth Elizabeth Hypher ◽  
Anett Kaale ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Executive Function ◽  
Multiple Testing ◽  
Executive Dysfunction ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Linear Regression Models ◽  
The Relationship

AbstractThe prevalence of autism spectrum disorder (ASD) in boys is nearly four times higher than in girls, and the causes of this sex difference are not fully known. Difficulties in executive function may be involved in development of autistic symptomatology. Here we investigated sex differences in the relationship between executive function in everyday life and social dysfunction symptoms in a sample of 116 children (25 girls) aged 5-19 years with IQ above 70 and with a diagnosis of ASD. They were assessed with the Behavior Rating Inventory of Executive Function (BRIEF) and the Autism Diagnostic Interview Revised (ADI-R). We found no significant differences in BRIEF or ADI-R scores between girls and boys after correcting for multiple testing. Nested linear regression models revealed significant sex differences in the relationship between executive function and both reciprocal social interaction (p<0.001) and communication (p=0.001) over and above the main effects of age, sex, IQ and comorbid attention deficit/hyperactivity disorder diagnosis. We did not find sex differences in the relationship between executive dysfunction and restricted and repetitive behaviors. Altogether, our results provide a greater understanding of the sex-specific characteristics of ASD and may suggest that boys and girls can benefit from different intervention strategies.

scholarly journals Sex differences in brain structure: An autism twin study on restricted and repetitive behaviors

2018 ◽  
Author(s):  
Annelies van’t Westeinde ◽  
Élodie Cauvet ◽  
Roberto Toro ◽  
Ralf Kuja-Halkola ◽  
Janina Neufeld ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Brain Anatomy ◽  
Social Responsiveness ◽  
Autism Symptoms ◽  
Twin Design ◽  
Restricted And Repetitive Behaviors

AbstractFemales with autism spectrum disorder have been reported to exhibit fewer and less severe restricted and repetitive behaviors and interests compared to males. This difference might indicate sex specific alterations of brain networks involved in autism symptom domains, especially within cortico-striatal and sensory integration networks. This study used a well-controlled twin design to examine sex differences in brain anatomy in relation to repetitive behaviors. In 75 twin pairs (n=150, 62 females, 88 males) enriched for autism spectrum disorder (n=32), and other neurodevelopmental disorders (n =32), we explored the association of restricted and repetitive behaviors and interests – operationalized by the Autism Diagnostic Interview-Revised (C domain) and the Social Responsiveness Scale-2 (Restricted Interests and Repetitive Behavior subscale), with cortical volume, surface area and thickness of neocortical, sub-cortical and cerebellar networks. Cotwin control analyses revealed within-pair associations between RRBI symptoms and the right intraparietal sulcus and right orbital gyrus in females only. These findings endorse the importance of investigating sex differences in the neurobiology of autism symptoms, and indicate different etiological pathways underlying restricted and repetitive behaviors and interests in females and males.

scholarly journals Sex Differences in Autism Spectrum Disorder: Repetitive Behaviors and Adaptive Functioning

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 325
Author(s):  
Martina Siracusano ◽  
Valentina Postorino ◽  
Assia Riccioni ◽  
Leonardo Emberti Gialloreti ◽  
Monica Terribili ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Adaptive Functioning ◽  
Negative Impact ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Preschool Age ◽  
Assessment System ◽  
Spectrum Disorder ◽  
Adaptive Skills

Sex differences in restricted and repetitive behaviors (RRBs) in individuals with Autism Spectrum Disorder (ASD) have been explored with mixed findings. We aimed to investigate sex differences in RRBs through a specific measure—i.e., the Repetitive Behavior Scale Revised (RBS-R)—in a sample of preschool-age and school-age children with ASD. Additionally, we evaluated if RRBs were differently related to adaptive functioning within the male and the female age groups. A sample of 210 ASD individuals (3–18 years; 145 males, 65 females) underwent an in-depth assessment including a cognitive, adaptive functioning evaluation (i.e., the Adaptive Behavior Assessment System, Second Edition (ABAS-II)) and RRBs assessment (i.e., RBS-R). No significant sex differences on the RBS-R total score or any RBS-R subscale emerged. Within the group of older participants, RRBs were negatively associated with all adaptive skill domains independently from sex and age. Our results suggest a lack of sex differences in RRBs in our sample. Additionally, our findings highlight the possible negative impact of RRBs on adaptive skills in older individuals with autism, emphasizing the need for autistic individuals of both sexes to undergo an early intervention targeting RRBs, in order to improve their adaptive skills.

The clinician perspective on sex differences in autism spectrum disorders

Autism ◽  
2017 ◽  
Vol 21 (6) ◽  
pp. 772-784 ◽  
Author(s):  
Rene Jamison ◽  
Somer L Bishop ◽  
Marisela Huerta ◽  
Alycia K Halladay
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
School Age ◽  
Symptom Presentation ◽  
Females With Autism ◽  
Spectrum Disorders

Research studies using existing samples of individuals with autism spectrum disorders have identified differences in symptoms between males and females. Differences are typically reported in school age and adolescence, with similarities in symptom presentation at earlier ages. However, existing studies on sex differences are significantly limited, making it challenging to discern if, how, and at what point in development females with autism spectrum disorder actually exhibit a different behavioral presentation than males. The purpose of this study was to gather impressions from a large group of clinicians to isolate specific areas for future study of sex differences. Clinicians were surveyed about their opinions and perceptions of symptom severity in females, as compared to males, at different points during development. They were also asked to provide open-ended responses about female symptom presentation. Consistent with previous literature, clinicians noted more sex-related differences in restricted and repetitive behaviors and fewer differences for social communication features. Differences were most commonly observed in school age and adolescence, suggesting this time period as a critical and particularly vulnerable window for females with autism spectrum disorder. The results are discussed in the context of other male/female differences across development so that more targeted investigations of autism spectrum disorder sex differences across development.

A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110149
Author(s):  
Susan Faja ◽  
Tessa Clarkson ◽  
Rachel Gilbert ◽  
Akshita Vaidyanathan ◽  
Gabriella Greco ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Training Program ◽  
Children With Autism ◽  
Training Group ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Brain Responses ◽  
Executive Function Training

This randomized, controlled study examined the initial efficacy of an executive function training program for children with autism spectrum disorder. Seventy 7- to 11 year-olds with autism spectrum disorder and intelligence quotients ⩾80 were randomly assigned to receive a web-based set of executive function training games combined with in-person metacognition coaching or to a waitlist. Primary outcomes were evaluated for neural responses related to executive function, lab-based executive function behavior, and generalization of executive function skills. Secondary outcomes included measures of social function. Post-testing and analyses were conducted by staff naïve to group assignment. Children exhibited a change in neural response following training relative to the waitlist group [Formula: see text]. Training effects were not detected via lab-based tasks [Formula: see text] or generalized to caregiver-reported executive function skills outside the lab [Formula: see text]. However, the training group demonstrated reduced symptoms of repetitive behavior [Formula: see text] following training. There were no adverse events or attrition from the training group. Findings suggest that brief, targeted computer-based training program accompanied by coaching is feasible and may improve neural responses and repetitive behaviors of school-aged children with autism spectrum disorder. Lay abstract Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum.

scholarly journals Sex differences in restricted repetitive behaviors and interests in children with autism spectrum disorder: An Autism Treatment Network study

Autism ◽  
2018 ◽  
Vol 23 (4) ◽  
pp. 858-868 ◽  
Author(s):  
John Knutsen ◽  
Morgan Crossman ◽  
James Perrin ◽  
Amy Shui ◽  
Karen Kuhlthau
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Autism Diagnostic Observation Schedule ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Restricted And Repetitive Behavior ◽  
Autism Diagnostic Observation

Compared to the social communication domain, considerably less is known about the cause, development, and impact of restricted, repetitive behaviors interests and activities in children with autism spectrum disorder, including possible sex differences. This study examined sex differences in clinically identified (Autism Diagnostic Observation Schedule) restricted and repetitive behavior symptoms using the largest known sample (N = 1024) of age-matched and intelligence quotient–matched female and male children with autism spectrum disorder. More similarities than differences were observed; however, younger higher functioning and older lower functioning females presented reduced rates on the Autism Diagnostic Observation Schedule restricted and repetitive behavior subcategory unusually repetitive/excessive, stereotyped behaviors compared to similar males. These findings identify key restricted and repetitive behavior similarities and differences among young females and males with autism spectrum disorder and emphasize the need for a deeper understanding of the female autism phenotype.

scholarly journals Executive Functions in Children and Adolescents With Autism Spectrum Disorder

2014 ◽  
Vol 24 (57) ◽  
pp. 85-94 ◽  
Author(s):  
Fernanda Rasch Czermainski ◽  
Rudimar dos Santos Riesgo ◽  
Luciano Santos Pinto Guimarães ◽  
Jerusa Fumagalli de Salles ◽  
Cleonice Alves Bosa
Keyword(s):  
Autism Spectrum Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Children And Adolescents ◽  
Digit Span ◽  
Executive Dysfunction ◽  
Strong Relationship ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Group

The literature has shown a strong relationship between executive dysfunction and Autism Spectrum Disorder (ASD), although there is no consensus on which subprocesses of executive functioning are impaired and/or preserved in this condition. This study aimed to investigate executive function and working memory in children and adolescents with ASD (n= 11) compared to children and adolescents with typical development (n= 19) matched by age, formal education, and nonverbal IQ. The tests used were: Raven’s Colored Progressive Matrices, Stroop Test, Trail Making Test, Rey’s Complex Figure Test, Digit span, Pseudowords span, Working memory, Verbal fluency (orthographic and semantic) and Go/no go. The results demonstrate impairment of executive function in the clinical group, especially in planning, flexibility, inhibition, and also visuospatial working memory.

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