Direct and Indirect Measures of Social Perception, Behavior, and Emotional Functioning in Children with Asperger’s Disorder, Nonverbal Learning Disability, or ADHD

Semrud‐Clikeman, Margaret; Walkowiak, Jenifer; Wilkinson, Alison; Minne, Elizabeth Portman

doi:10.1007/s10802-009-9380-7

Cited by 73 publications

(34 citation statements)

References 27 publications

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“…Such changes in engagement and initiation are noteworthy given that children with LD ? MH show a greater tendency to withdraw from social interactions and report greater feelings of sadness related to social interactions (Semrud-Clikeman et al 2010). Remaining present rather than engaging in patterns of avoidance (fight or flight) sets an essential foundation that enables children to practice social skills and develop a sense of competence.…”

Section: Discussionmentioning

confidence: 99%

Tailoring Social Competence Interventions for Children with Learning Disabilities

Milligan

Phillips²,

Morgan³

2015

J Child Fam Stud

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Challenges in social competence are common in children with Learning Disabilities (LDs), particularly those who present with co-occurring mental health challenges (LD ? MH). Social competence calls upon a complex set of skills, including social skills, perspective-taking abilities, and an understanding of the social environment. Successful enactment of these skills necessitates behavioral and emotion regulation, an area of weakness for many youth with LD ? MH. Using a mixed-method design, the present study assessed the efficacy of a social competence group program for children with LD ? MH (mean age = 11.4 years) in which group size, content, and structure are tailored to the child's level of emotion regulation, information processing abilities, and social competence goals. Quantitative measures completed by parents and coded behavioral observations completed pre-and post-treatment indicated significant gains in initiation and engagement in positive social interactions, foundational skills that support improvement in social competence. Qualitative interviews with parents, children and teachers suggested improvements in social self-concept, initiation, and emotion regulation. Tailoring treatment to the child's information processing and emotion regulation abilities, as well as 'in the moment' feedback, supported gains made and contributed to participants having a positive social experience. Directions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Tailoring Social Competence Interventions for Children with Learning Disabilities

Milligan

Phillips²,

Morgan³

2015

J Child Fam Stud

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“…Las principales diferencias planteadas en la literatura se relacionan con las dificultades en la regulación emocional y el lenguaje no verbal, las cuales son consideradas como funciones ejecutivas "calientes", incluso cuando se miden mediante medidas directas. 9,17,25 Por otra parte, las correlaciones entre las medidas directas e indirectas en el grupo con TEA apoyan la hipótesis sobre el papel de las funciones ejecutivas en la regulación del comportamiento en el contexto social; 25 no obstante, se ha sugerido que las FE están asociadas con funciones comportamentales específicas. 26 Nuestros datos sugieren que la correlación entre las medidas directas e indirectas, particularmente de las funciones de regulación conductual (inhibición y flexibilidad de la prueba BRIEF) tienen EFEN BRIEF mejor relación con las subpruebas directas que evalúan estos procesos (senderos gris y color) en el grupo con TEA, pero no en el grupo con desarrollo neurotípico.…”

Section: Calificaciónunclassified

Medidas directas e indirectas de las funciones ejecutivas en niños con trastorno de espectro autista

Pichardo

Sahrur²,

Morales

et al. 2018

Acta Pediatr Mex

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Este artículo debe citarse como Pérez-Pichardo MF, Ruz-Sahrur A, Barrera-Morales K, Moo-Estrella J. Medidas directas e indirectas de las funciones ejecutivas en niños con trastorno de espectro autista. Acta Pediatr Mex. 2018;39(1):13-22. ResumenINTRODUCCIÓN: los niños con trastorno del espectro autista (TEA) tienen dificultades en las funciones ejecutivas (FE) pero se han sugerido discrepancias entre las medidas directas e indirectas.OBJETIVO: conocer si existen diferencias en las funciones ejecutivas mediante medidas directas e indirectas entre niños con y sin TEA.MÉTODO: se incluyeron 14 varones entre primero y tercero de primaria, 50% con diagnóstico de TEA y 50% con desarrollo neurotípico, seleccionados por emparejamiento en edad y grado escolar. El promedio de edad de la muestra fue de 7.43 (DE 0.98) años. Se aplicaron las pruebas de Evaluación neuropsicológica de funciones ejecutivas en niños (ENFEN) y el Inventario de clasificación comportamental de las funciones ejecutivas (BRIEF).RESULTADOS: se encontraron diferencias significativas en las medidas de las FE indirectas, pero no en las directas, entre los grupos (p < 0.05). Así mismo, las correlaciones entre las medidas directas e indirectas fueron mayores en el grupo con TEA.CONCLUSIONES: los niños con TEA son evaluados con más dificultades en las medidas indirectas de las funciones ejecutivas, pero obtienen puntuaciones similares a los niños con desarrollo neurotí-pico cuando son evaluados en condiciones estructuradas empleando medidas directas.PALABRAS CLAVE: trastorno del espectro autista, funciones ejecutivas, desarrollo neurotípico, niños. Direct and indirect measures

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“…In conclusion, attention was related to impaired social perception distinct from having a diagnosis of ASD. When ADHD and NLDs and AS have co-occurred, it has been found that the children with NLDs or AS showed significant problems in understanding emotional and nonverbal cues, with the co-occurrence of ADHD exacerbating these difficulties [3].…”

Section: Co-occurrence Of Attention-deficit/hyperactivity Disorder Anmentioning

confidence: 99%

“…The frequency of ADHD and NLDs is estimated to be about 30% to 40% [3]. MLDs also frequently co-occur with ADHD and are estimated to be about 30% [4].…”

Section: Introductionmentioning

confidence: 99%

Updates on Attention-Deficit/Hyperactivity Disorder and Learning Disorders

Semrud‐Clikeman

Bledsoe

2011

Curr Psychiatry Rep

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The relationship of attention-deficit/hyperactivity disorder (ADHD) to learning disorders was reviewed and included reading disability, mathematics learning disability, and nonverbal learning disability. Genetic, neuroimaging, and neuropsychological functioning were examined for each disorder, along with a discussion of any existing literature when ADHD co-occurred with the disorder. All the disorders were found to frequently co-occur with ADHD. A review of the underlying neuroanatomic and neurofunctional data found specific structures that frequently co-occur in these disorders with others that are specific to the individual diagnosis. Aberrations in structure and/or function were found for the caudate, corpus callosum, and cerebellum, making these structures sensitive for the disorder but not specific. Suggestions for future research, particularly in relation to intervention, are provided.

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Direct and Indirect Measures of Social Perception, Behavior, and Emotional Functioning in Children with Asperger’s Disorder, Nonverbal Learning Disability, or ADHD

Cited by 73 publications

References 27 publications

Tailoring Social Competence Interventions for Children with Learning Disabilities

Tailoring Social Competence Interventions for Children with Learning Disabilities

Medidas directas e indirectas de las funciones ejecutivas en niños con trastorno de espectro autista

Updates on Attention-Deficit/Hyperactivity Disorder and Learning Disorders

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