Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

05-10-2021 | Original Paper

Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth

Auteurs: Elizabeth G. S. Munsell, Gael I. Orsmond, Daniel Fulford, Wendy J. Coster

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2022

Abstract

Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n = 46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth.

vorige artikel Shifts in Behavioral Synchrony in Response to an Interaction Partner’s Distress in Adolescents With and Without ASD

volgende artikel Pilot Randomized Controlled Trial of the WHO Caregiver Skills Training in Public Health Services in Italy

Identity first language used per Kenny et al. (2016)

AAIDD. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). American Association on Intellectual and Developmental Disabilities.

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont, Research Center for Children, Youth, & Families.

Achenbach, T. M., & Rescorla, L. A. (2003). Manual for the ASEBA adult forms & profiles. University of Vermont, Research Center for Children, Youth, & Families.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Association.CrossRef

Andersen, P. N., Skogli, E. W., Hovik, K. T., Egeland, J., & Øie, M. (2015). Associations among symptoms of autism, symptoms of depression and executive functions in children with high-functioning autism: A 2 year follow-up study. Journal of Autism and Developmental Disorders, 45(8), 2497–2507. https://doi.org/10.1007/s10803-015-2415-8PubMedCrossRef

Anderson, K., Sosnowy, C., Kuo, A. A., & Shattuck, P. T. (2018). Transition of individuals with autism to adulthood: A review of qualitative studies. Pediatrics, 141, S318–S327. https://doi.org/10.1542/peds.2016-4300IPubMedCrossRef

Bal, V. H., Kim, S.-H., Cheong, D., & Lord, C. (2015). Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age. Autism, 19(7), 774–784. https://doi.org/10.1177/1362361315575840PubMedCrossRef

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall.

Baraka, M., El-Dessouky, H. M., El-Wahed, E. E., & Allam Amer, S. S. (2019). Theory of mind: Its development and its relation to communication disorders: A systematic review. Menoufia Medical Journal, 32, 25–30. https://doi.org/10.4103/mmj.mmjCrossRef

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.PubMedCrossRef

Bauminger, N., Solomon, M., & Rogers, S. J. (2010). Externalizing and internalizing behaviors in ASD. Autism Research, 3(3), 101–112. https://doi.org/10.1002/aur.131PubMedPubMedCentralCrossRef

Bertollo, J. R., Strang, J. F., Anthony, L. G., Kenworthy, L., Wallace, G. L., & Yerys, B. E. (2020). Adaptive behavior in youth with autism spectrum disorder: The role of flexibility. Journal of Autism and Developmental Disorders, 50(1), 42–50. https://doi.org/10.1007/s10803-019-04220-9PubMedCrossRef

Cannon, L., Kenworthy, L., Alexander, K. C., Werner, M. A., & Anthony, L. G. (2011). Unstuck and on target!: An executive function curriculum to improve flexibility for children with autism spectrum disorders. Paul H. Brookes.

Coster, W. J. (2013). Making the best match: Selecting outcome measures for clinical trials and outcome studies. The American Journal of Occupational Therapy, 67(2), 162–170. https://doi.org/10.5014/ajot.2013.006015PubMedPubMedCentralCrossRef

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750PubMedCrossRef

Drahota, A., Wood, J. J., Sze, K. M., & Van Dyke, M. (2011). Effects of cognitive behavioral therapy on daily living skills in children with high-functioning autism and concurrent anxiety disorders. Journal of Autism and Developmental Disorders, 41(3), 257–265. https://doi.org/10.1007/s10803-010-1037-4PubMedCrossRef

Duncan, A. W., & Bishop, S. L. (2015). Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence. Autism, 19(1), 64–72. https://doi.org/10.1177/1362361313510068PubMedCrossRef

Dunn, L., Coster, W. J., Orsmond, G. I., & Cohn, E. S. (2009). Household task participation of children with and without attentional problems. Physical and Occupational Therapy in Pediatrics, 29(3), 258–273. https://doi.org/10.1080/01942630903008350PubMedCrossRef

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336–353. https://doi.org/10.1037/1528-3542.7.2.336PubMedCrossRef

First, J., Cheak-Zamora, N. C., & Teti, M. (2016). A qualitative study of stress and coping when transitioning to adulthood with autism spectrum disorder. Journal of Family Social Work, 19(3), 220–236. https://doi.org/10.1080/10522158.2016.1185074CrossRef

Gardiner, E., & Iarocci, G. (2018). Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder. Autism Research, 11(2), 284–295. https://doi.org/10.1002/aur.1877PubMedCrossRef

Gilotty, L., Kenworthy, L., Sirian, L., Black, D. O., & Wagner, A. E. (2002). Adaptive skills and executive function in autism spectrum disorders. Child Neuropsychology, 8(4), 241–248.PubMedCrossRef

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Psychological Assessment Resources.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2015). Behavior rating inventory of executive function, Second Edition (BRIEF2). WPS Publishing.

Gleason, K., & Coster, W. (2012). An ICF-CY-based content analysis of the Vineland Adaptive Behavior Scales-II. Journal of Intellectual and Developmental Disability, 37(4), 285–293. https://doi.org/10.3109/13668250.2012.720675PubMedCrossRef

Goldstein, S., Naglieri, J. A., Princiotta, D., & Otero, T. M. (2014). Introduction: A history of EF as a theoretical and clinical construct. In S Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 1–12). Springer. https://doi.org/10.1007/978-1-4614-8106-5

Gotham, K., Brunwasser, S. M., & Lord, C. (2015). Depressive and anxiety symptom trajectories from school age through young adulthood in samples with autism spectrum disorder and developmental delay. Journal of the American Academy of Child & Adolescent Psychiatry, 54(5), 369–376.CrossRef

Granader, Y., Wallace, G. L., Hardy, K. K., Yerys, B. E., Lawson, R. A., Rosenthal, M., Wills, M. C., Dixon, E., Pandey, J., Penna, R., Schultz, R. T., & Kenworthy, L. (2014). Characterizing the factor structure of parent reported executive function in autism spectrum disorders: The impact of cognitive inflexibility. Journal of Autism and Developmental Disorders, 44(12), 3056–3062. https://doi.org/10.1007/s10803-014-2169-8PubMedPubMedCentralCrossRef

Haley, S. M., Coster, W. J., Dumas, H. M., Fragala-Pinkham, M. A., Kramer, J., Ni, P., Tian, F., Kao, Y. -C., Moed, R., & Ludlow, L. H. (2011). Accuracy and precision of the Pediatric Evaluation of Disability Inventory computer-adaptive tests (PEDI-CAT). Developmental Medicine and Child Neurology, 53(12), 1100–1106. https://doi.org/10.1111/j.1469-8749.2011.04107.xPubMedPubMedCentralCrossRef

Haley, S. M., Coster, W. J., Dumas, H. M., Fragala-Pinkham, M. A., & Moed, R. (2012). PEDI-CAT: Development, standardization, and administration manual. CRECare.

Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling 1.

Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8(1), 26–32. https://doi.org/10.1016/j.tics.2003.11.003PubMedCrossRef

Hill, T. L., Gray, S. A. O., Kamps, J. L., & Varela, R. E. (2015). Age and adaptive functioning in children and adolescents with ASD: The effects of intellectual functioning and ASD symptom severity. Journal of Autism and Developmental Disorders, 45(12), 4074–4083. https://doi.org/10.1007/s10803-015-2522-6PubMedPubMedCentralCrossRef

Hollocks, M. J., Jones, C. R. G., Pickles, A., Baird, G., Happé, F., Charman, T., & Simonoff, E. (2014). The association between social cognition and executive functioning and symptoms of anxiety and depression in adolescents with autism spectrum disorders. Autism Research, 7(2), 216–228. https://doi.org/10.1002/aur.1361PubMedCrossRef

Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry, 30(2), 69–76. https://doi.org/10.1097/YCO.0000000000000308PubMedCrossRef

Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? Social Development, 13(4), 590–619.CrossRef

Hume, K., Boyd, B. A., Hamm, J. V., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35(2), 102–113. https://doi.org/10.1177/0741932513514617CrossRef

IBM Corp. (2020). IBM SPSS statistics for windows, Version 27.0. IBM Corp.

Individuals with Disabilities Education Act, Pub. L. No. 1400 (2004). 20 U.S.C.

Kao, Y.-C., Coster, W. J., Cohn, E. S., & Orsmond, G. I. (2021). Preparation for adulthood: Shifting responsibility for management of daily tasks from parents to their children. American Journal of Occupational Therapy. https://doi.org/10.5014/ajot.2020.041723CrossRef

Kao, Y.-C., Kramer, J. M., Liljenquist, K., & Coster, W. J. (2015). Association between impairment, function, and daily life task management in children and adolescents with autism. Developmental Medicine & Child Neurology, 57(1), 68–74. https://doi.org/10.1111/dmcn.12562CrossRef

Kao, Y.-C., Kramer, J. M., Liljenquist, K., Tian, F., & Coster, W. J. (2012). Comparing the functional performance of children and youth with autism, developmental disabilities, and without disabilities using the revised Pediatric Evaluation of Disability Inventory (PEDI) Item Banks. American Journal of Occupational Therapy, 66(5), 607–616. https://doi.org/10.5014/ajot.2012.004218.ComparingCrossRef

Kao, Y.-C., Orsmond, G. I., Cohn, E. S., & Coster, W. J. (2020). Variables associated with shift of responsibility for daily tasks. American Journal of Occupational Therapy, 74(6), 7406205070p1-7406205070p10.CrossRef

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200PubMedCrossRef

Kenworthy, L., Anthony, L. G., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., Werner, M. A., Alexander, K. C., Strang, J., Bal, E., Sokoloff, J. L., & Wallace, G. L. (2014). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. Journal of Child Psychology and Psychiatry and Allied Disciplines, 55(4), 374–383. https://doi.org/10.1111/jcpp.12161PubMedCrossRef

Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18(4), 320–338. https://doi.org/10.1007/s11065-008-9077-7PubMedPubMedCentralCrossRef

Kirsch, A. C., Huebner, A. R. S., Mehta, S. Q., Howie, F. R., Weaver, A. L., Myers, S. M., Voigt, R. G., & Katusic, S. K. (2020). Association of comorbid mood and anxiety disorders with autism spectrum disorder. JAMA Pediatrics, 174(1), 63–70. https://doi.org/10.1001/jamapediatrics.2019.4368PubMedCrossRef

Kraemer, H. C., Wilson, G. T., Fairburn, C. G., & Agras, W. S. (2002). Mediators and moderators of treatment effects in randomized clinical trials. Archives of General Psychiatry, 59(10), 877–883. https://doi.org/10.1001/archpsyc.59.10.877PubMedCrossRef

Kramer, J. M., Coster, W. J., Kao, Y.-C., Snow, A., & Orsmond, G. I. (2012). A new approach to the measurement of adaptive behavior: Development of the PEDI-CAT for children and youth with autism spectrum disorders. Physical & Occupational Therapy in Pediatrics, 32(1), 34–47. https://doi.org/10.3109/01942638.2011.606260CrossRef

Kraper, C. K., Kenworthy, L., Popal, H., Martin, A., & Wallace, G. L. (2017). The gap between adaptive behavior and intelligence in autism persists into young adulthood and is linked to psychiatric co-morbidities. Journal of Autism and Developmental Disorders, 47(10), 3007–3017. https://doi.org/10.1007/s10803-017-3213-2PubMedCrossRef

Leung, R. C., Vogan, V. M., Powell, T. L., Anagnostou, E., & Taylor, M. J. (2016). The role of executive functions in social impairment in autism spectrum disorder. Child Neuropsychology, 22(3), 336–344. https://doi.org/10.1080/09297049.2015.1005066PubMedCrossRef

Masi, A., Demayo, M. M., Glozier, N., & Guastella, A. J. (2017). An overview of autism spectrum disorder, heterogeneity and treatment options. Neuroscience Bulletin, 33(2), 183–193. https://doi.org/10.1007/s12264-017-0100-yPubMedPubMedCentralCrossRef

Morrison, J. Q., Sansosti, F. J., & Hadley, W. M. (2009). Parent perceptions of the anticipated needs and expectations for support for their college-bound students with Asperger’s syndrome. Journal of Postsecondary Education and Disability, 22, 78–87.

Munsell, E. G. S., & Coster, W. J. (2020). Self-management of daily life tasks for adolescents with autism spectrum disorder without intellectual disability. American Journal of Occupational Therapy, 74(4 Supplement 1), 7411500080p1-7411500080p1.CrossRef

O’Hearn, K., Asato, M., Ordaz, S., & Luna, B. (2008). Neurodevelopment and executive function in autism. Development and Psychopathology, 20(4), 1103–1132. https://doi.org/10.1017/S0954579408000527PubMedCrossRef

Preacher, K. J., Hayes, A. F., & Preacher, K. J. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/BRM.40.3.879PubMedCrossRef

Pugliese, C. E., Anthony, L. G., Strang, J. F., Dudley, K., Wallace, G. L., Naiman, D. Q., & Kenworthy, L. (2016). Longitudinal examination of adaptive behavior in autism spectrum disorders: Influence of executive function. Journal of Autism and Developmental Disorders, 46(2), 467–477. https://doi.org/10.1007/s10803-015-2584-5PubMedPubMedCentralCrossRef

Pugliese, C. E., Anthony, L., Strang, J. F., Dudley, K., Wallace, G. L., & Kenworthy, L. (2015). Increasing adaptive behavior skill deficits from childhood to adolescence in autism spectrum disorder: Role of executive function. Journal of Autism and Developmental Disorders, 45(6), 1579–1587. https://doi.org/10.1002/nbm.3369.ThreePubMedPubMedCentralCrossRef

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

Rosenthal, M., Wallace, G. L., Lawson, R., Wills, M. C., Yerys, B. E., & Kenworthy, L. (2013). Impairments in real world executive function increase from childhood to adolescence in autism spectrum disorders. Neuropsychology, 27(1), 13–18. https://doi.org/10.1037/a0031299PubMedPubMedCentralCrossRef

Roux, A. M., Shattuck, P. T., Rast, J. E., Rava, J. A., & Anderson, K. A. (2015). National autism indicators report: Transition into young adulthood. Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University.

Rutter, M., Bailey, A., & Lord, C. (2003). The Social Communication Questionnaire: Manual. Western Psychological Services.

Soto, E. F., Kofler, M. J., Singh, L. J., Wells, E. L., Irwin, L. N., Groves, N. B., & Miller, C. E. (2020). Executive functioning rating scales: Ecologically valid or construct invalid? Neuropsychology, 34(6), 605–619. https://doi.org/10.1037/neu0000681PubMedPubMedCentralCrossRef

Sze, K. M., & Wood, J. J. (2008). Enhancing CBT for the treatment of autism spectrum disorders and concurrent anxiety. Behavioural and Cognitive Psychotherapy, 36(4), 403–409. https://doi.org/10.1017/S1352465808004384CrossRef

Tarazi, R. A., Mahone, E. M., & Zabel, T. A. (2007). Self-care independence in children with neurological disorders: An interactional model of adaptive demands and executive dysfunction. Rehabilitation Psychology, 52(2), 196–205. https://doi.org/10.1037/0090-5550.52.2.196CrossRef

Wallace, G. L., Kenworthy, L., Pugliese, C. E., Haroon, P. S., White, E. I., Brodsky, E., & Martin, A. (2016). Real-world executive functions in adults with autism spectrum disorder: Profiles of impairment and associations with adaptive functioning and co-morbid anxiety and depression. Journal of Autism and Developmental Disorders, 46, 1071–1083. https://doi.org/10.1007/s10803-015-2655-7PubMedPubMedCentralCrossRef

Whitehouse, A. J. O., & Bishop, D. V. M. (2009). Communication checklist—Adult. Pearson.

Whitehouse, A. J. O., Coon, H., Miller, J., Salisbury, B., & Bishop, D. V. M. (2010). Narrowing the broader autism phenotype: A study using the Communication Checklist-Adult Version (CC-A). Autism, 14(6), 1362–3613. https://doi.org/10.1177/1362361310382107CrossRef

Titel: Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth
Auteurs: Elizabeth G. S. Munsell
Gael I. Orsmond
Daniel Fulford
Wendy J. Coster
Publicatiedatum: 05-10-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05306-z

Andere artikelen Uitgave 10/2022

Identification of a Novel Pathogenic Variant in the NAGLU Gene in a Child with Neurodevelopmental Delay

Letter to the Editor

Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder

Original Paper

A Pilot Study of Self-Regulation and Behavior Problems in Preschoolers with ASD: Parent Broader Autism Phenotype Traits Relate to Child Emotion Regulation and Inhibitory Control

Original Paper

Context Modulates Attention to Faces in Dynamic Social Scenes in Children and Adults with Autism Spectrum Disorder

Open Access
Original Paper

Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R)

Original Paper

Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework

Open Access
Commentary