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J Autism Dev Disord. 2019 Mar 7. doi: 10.1007/s10803-019-03958-6. [Epub ahead of print]

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

Author information

1
Simon Fraser University, Vancouver, BC, Canada. shutchison@bcchr.ca.
2
University of Victoria, Victoria, BC, Canada. shutchison@bcchr.ca.
3
Department of Pediatrics, University of British Columbia, 4480 Oak Street, Vancouver, BC, V6H 3V4, Canada. shutchison@bcchr.ca.
4
University of Victoria, Victoria, BC, Canada.
5
Simon Fraser University, Vancouver, BC, Canada.

Abstract

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.

KEYWORDS:

Behavior assessment system for children-second edition; Behavior rating inventory of executive function; Multidimensional social competence scale; Verbal conversation; Youth

PMID:
30847709
DOI:
10.1007/s10803-019-03958-6

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