Cognitive flexibility impairments in children with autism spectrum disorders: Links to age, gender and child outcomes

Memari, Amir Hossein; Ziaee, Vahid; Shayestehfar, Monir; Ghanouni, Parisa; Mansournia, Mohammad Ali; Moshayedi, Pouria

doi:10.1016/j.ridd.2013.06.033

Cited by 71 publications

(47 citation statements)

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“…The finding that CGS 21680 attenuates a probabilistic reversal learning deficit in BTBR mice suggests that an imbalance between basal ganglia direct and indirect pathways may contribute to the neuropathophysiology not only to motor stereotypies but to insistence on sameness features in ASD. Thus, an imbalance between these basal ganglia circuits may contribute to the cognitive inflexibility commonly reported in ASD individuals [D'Cruz et al, ; Hughes, Russell, & Robbins, ; Memari et al, ; Miller et al, ; Robinson, Goddard, Dritschel, Wisley, & Howlin, ; South, Ozonoff, & McMahon, ]. Understanding the neuropathophysiology that underlies cognitive flexibility impairments is particularly critical as these symptoms occur throughout the lifespan in ASD [Bramham et al, ] and can severely limit independent living [Hume, Loftin, & Lantz, ; Jefferson, Paul, Ozonoff, & Cohen, ].…”

Section: Discussionmentioning

confidence: 99%

The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

et al. 2017

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The present experiments determined whether the drug, CGS 21680, that facilitates activation of adenosine A receptors in the brain, would reduce repetitive and inflexible behaviors in the BTBR mouse model of idiopathic autism. CGS 21680 treatment in BTBR mice reduced repetitive and inflexible behaviors. In the control C57BL/6J (B6) mouse strain, CGS 21680 did not affect performance. These findings suggest that stimulation of brain adenosine A receptors may be a promising therapeutic strategy in ASD.

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Section: Discussionmentioning

confidence: 99%

The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

et al. 2017

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“…Deficits in cognitive flexibility can affect level of intelligence or educational level, aggressive behaviour, self‐control and the level of social activity (Memari et al . ; Visser et al . ; Farrelly & Mace ).…”

Section: Introductionmentioning

confidence: 99%

“…Deficits in cognitive flexibility can affect level of intelligence or educational level, aggressive behaviour, self-control and the level of social activity (Memari et al 2013;Visser et al 2014;Farrelly & Mace 2015). On the other hand, inflexibility can be used to predict behavioural and emotional problems which aggravate maternal stress (Peters-Scheffer et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Developing set‐shifting improvement tasks (SSIT) for children with high‐functioning autism

Saniee

Pouretemad

Zardkhaneh

2019

J intellect Disabil Res

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Background Children with autism spectrum disorder (ASD) experience set‐shifting deficit as a part of executive function, which can lead to cognitive and behavioural flexibility deficits and/or restricted behaviours. Despite the increasing body of research on this cognitive deficit, set‐shifting training has not been exclusively studied in ASD. Aims In this study, a training condition [set‐shifting improvement tasks (SSIT)] was developed to improve set‐shifting ability; afterwards, the possible effects of these tasks were investigated. Methods and Procedures With the aim of improving set‐shifting ability in children with autism, a training program (SSIT), involving a computer game (Tatka, a puzzle game produced by our research team) with some home‐based tasks (for generalisation purposes), was developed. Then, in a quasi‐experimental design, the effects of SSIT tasks were studied on children (n = 13, 5–7 years old) with high‐functioning autism. Outcome measures (pre‐training, post‐training and a 6‐week follow‐up) were assessed using Modified Wisconsin Card Sorting Test, Bender‐Gestalt Test and Behavioural Flexibility Rating Scale. Results and Outcomes A significant change was observed in both cognitive (Bender Gestalt, ηp2=0.84; WCST; =p20.87) and behavioural flexibilities ( ηp2=0.79) and also in repetitive behaviours ( ηp2=0.45). Furthermore, the result remained stable to some extent for about 1 month after the training condition. Conclusions and Implications Developing the SSIT is just an initial step in the major target of creating cognitive rehabilitation tools to be used by clinicians and parents for children diagnosed with ASD and should be understood as a supplement, rather than an alternative, to the main treatments such as applied behaviour analysis. Future research with larger samples are needed to confirm whether this intervention is effective for children with ASD.

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“…In order to handle interpersonal conflicts, the individual needs to down-regulate immediate negative emotion, to identify the tensed situation, to find alternative options, to discuss the conflict with one's opponent, and to collaboratively decide on an adequate solution (D'Zurilla, Chang, Edward, & Sanna, 2004). Studies have described deficits on each and every component of this process in individuals with ASD, suggesting that conflict handling should be a significant challenge for them [Channon, Charman, Heap, Crawford, & Rios, 2001;Grandin, 2006;Jahromi, Meek, & Ober-Reynolds, 2012;Memari et al, 2013;Uljarevic & Hamilton, 2013;Mussey, Travers, Klinger, & Klinger, 2015].…”

Section: Introductionmentioning

confidence: 99%

Parent–Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD

et al. 2018

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Parent–child reciprocity plays a signicant role in shaping children's social interaction skills. The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The increase in conflictual interaction with one's parents during adolescence affects the transformation of parent–adolescent interaction into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and regulatory impairments, in addition to their dependence on their parents' involvement and guidance. The current study aimed to evaluate differences in the way adolescents with and without ASD interact with their parents in a conflictual situation. In addition, the association between parent–adolescent reciprocity and the adolescent's social interaction with an unfamiliar peer was examined in the ASD group. Thirty adolescents with ASD and their parents and 30 typically developing (TD) controls were assessed during a standardized conflict interaction. In addition, adolescents with ASD took part in a conversation with an unfamiliar peer. Interactions were videotaped and coded. Results revealed that during the conflictual interaction, compared to their TD peers, adolescents with ASD were more involved in the conversation and less withdrawn from the parent, while their parents were more sensitive and less intrusive toward them. Parent–adolescent reciprocity was poorer in the ASD (compared to the TD) dyad and was positively associated with the adolescents' social‐conversational skills with a peer. These findings emphasize the different developmental trajectory parent–adolescent relationship takes in adolescents with ASD, and its impact on the adolescent's social skills. Autism Res 2019, 12: 263–273 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The ability of parents to engage in reciprocal social interaction with the children plays a significant role in shaping children's social interaction skills with peers and with other adults. The transition to adolescence is characterized by an increase in conflictual interaction with one's parents, which transforms the interaction between adolescents and their parents into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and emotional difficulties, and their dependence on their parents' involvement and guidance. However, the nature of parent–adolescent interaction, and particularly conflict management has rarely been studied. This study evaluated the way parents and their adolescents with ASD interact in a conflictual conversation, compared to parents and their typically developing adolescents. In addition, we examined how this type of interaction associated with adolescents' social conversation skills wi...

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Cognitive flexibility impairments in children with autism spectrum disorders: Links to age, gender and child outcomes

Cited by 71 publications

References 50 publications

The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

Developing set‐shifting improvement tasks (SSIT) for children with high‐functioning autism

Parent–Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD

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Cognitive flexibility impairments in children with autism spectrum disorders: Links to age, gender and child outcomes

Cited by 71 publications

References 50 publications

The adenosine A2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

The adenosine A2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

Developing set‐shifting improvement tasks (SSIT) for children with high‐functioning autism

Parent–Adolescent Reciprocity in a Conflictual Situation Predicts Peer Interaction in Adolescents With ASD

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The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice

The adenosine A_2A receptor agonist, CGS 21680, attenuates a probabilistic reversal learning deficit and elevated grooming behavior in BTBR mice