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Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2017

04-03-2017 | Brief Report

Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism

Auteurs: Laura MacMullen Freeman, Jill Locke, Erin Rotheram-Fuller, David Mandell

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2017

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Abstract

There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twenty-three school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales, Second Edition, and the teacher-rated Behavior Rating of Inventory of Executive Function. Independent assessors observed children’s social functioning on the playground while children with ASD and their peers completed a survey to measure peer friendships and rejections. Overall, poorer executive functioning was associated with increased playground isolation and less engagement with peers. This suggests that metacognitive skills such as initiation, working memory, and planning and organization are associated with children’s social functioning.
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Metagegevens
Titel
Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism
Auteurs
Laura MacMullen Freeman
Jill Locke
Erin Rotheram-Fuller
David Mandell
Publicatiedatum
04-03-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3079-3