Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Verté, Sylvie; Geurts, Hilde M.; Roeyers, Herbert; Oosterlaan, Jaap; Sergeant, Joseph A.

doi:10.1007/s10803-006-0074-5

Cited by 127 publications

(85 citation statements)

References 131 publications

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“…Studies of children by Verté, Geurts, Roeyers, Oosterlaan, and Sergeant (2006) and by Williams et al (2006a) reported impaired ability to reproduce pictures and geometric designs after a short delay.…”

Section: Recognition In M-lfa (Seementioning

confidence: 99%

Memory in autistic spectrum disorder.

Boucher¹,

Mayes²,

Bigham³

2012

Psychological Bulletin

174

189

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Behavioral evidence concerning memory in high-functioning forms of autism (HFA) and in moderately low-functioning autism (M-LFA) is reviewed and compared. Findings on M-LFA are sparse. However, it is provisionally concluded that memory profiles in HFA and M-LFA (relative to ability-matched controls) are similar, but that declarative memory impairments are more extensive in M-LFA than in HFA. Specifically, both groups have diminished memory for emotion-or person-related stimuli. Regarding memory for non-social stimuli, both groups probably have mental-age appropriate nondeclarative memory; and within declarative memory, both groups have mental-age appropriate immediate free recall of within-span or supra-span lists of unrelated items, as well as cued recall and paired associate learning. By contrast, recognition is largely unimpaired in HFA but moderately impaired in M-LFA; and free recall of meaningful or structured stimuli is moderately impaired in HFA but more severely impaired in M-LFA. Permanent repository link:Theoretical explanations of data on declarative memory in HFA identify problems in the integrative processing, or the consolidation and storage, of complex stimuli; or a specific problem of recollection. Proposed neural substrates include the following: disconnectivity of primary sensory and association areas; dysfunctions of medial prefrontal cortex, hippocampus or posterior parietal lobe; or combinations of these associated with neural disconnectivity.Hypothetically, perirhinal dysfunction might explain the more extensive declarative memory impairments in M-LFA. Foreseeable consequences of uneven memory abilities in HFA and M-LFA are outlined, including possible effects on language and learning in M-LFA. Finally, priorities for future research are identified, highlighting the urgent need for research on memory in lower-functioning individuals. "It is impossible to separate the study of memory from that of autism" DeLong (2003, p. 741) Memory and learning are inseparable, and congenital or early acquired anomalies of memory will affect how and what an individual learns, which will in turn affect the course and outcomes of behavioral and brain development, including the ways in which an individual experiences and responds to the external world.It is well established that certain memory impairments are present in all individuals with autistic spectrum disorder (ASD) (Boucher & Bowler, 2008). It is less clear, however, what differences there may be in the range and severity of memory impairments across the spectrum, from linguistically and intellectually able individuals with Asperger syndrome; through those high-functioning individuals in whom language is initially delayed but subsequently normalizes; through those with persistent, mild to moderate language impairment, usually accompanied by intellectual disability (ID); to the substantial subgroup of individuals with ASD who have ...

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Section: Recognition In M-lfa (Seementioning

confidence: 99%

Memory in autistic spectrum disorder.

Boucher¹,

Mayes²,

Bigham³

2012

Psychological Bulletin

174

189

View full text Add to dashboard Cite

show abstract

“…Various studies have researched planning ability in individuals with ASD deficits (Rumsey & Hamburger, 1988;Prior & Hoffmann, 1990), especially those which used the Tower of London and Tower of Hanoi tests as their evaluation tool (Ozonoff et al, 1991a;Ozonoff & McEvoy, 1994;Hughes, Russell, & Robbins, 1994;Bennetto et al, 1996;Ozonoff & Jensen, 1999;Verte, Geurts, Roeyers, Oosterlaan, & Sergeant, 2006;Robinson, Goddard, Dritschel, Wisley, & Howlin, 2009;Pellicano, 2010a;Zinke et al, 2010).…”

Section: Planningmentioning

confidence: 99%

“…On the one hand, a number of studies have found significant deficits in individuals with ASD compared to TD individuals (Rumsey & Hamburger, 1988;Prior & Hoffmann,1990;Pascualvaca, Fantie, Papageorgiou, & Mirsky, 1998;Shu, Tien, & Chen, 2001;Verte et al, 2006) and also compared to individuals with ADHD, Tourette Syndrome (TS) and ID (Rumsey & Hamburger, 1990;Ozonoff & McEvoy,1994;Bennetto et al, 1996;Ozonoff & Jensen, 1999).…”

Section: Cognitive Flexibilitymentioning

confidence: 99%

“…Interpreting results becomes even more difficult due to the great heterogeneity of the control groups. On the one hand, there are findings which support an inhibition deficit in individuals with ASD (Russell, Mauthner, Sharpe, & Tidswell, 1991;Hughes & Russell, 1993;Nydén et al, 1999;Russell et al, 2003;Pellicano et al, 2006;Verte et al, 2006;Corbett et al, 2009;Robinson et al, 2009) while on the other, there are studies that reject the hypothesis of a deficit (Eskes, Bryson, & McCormick, 1990;Ozonoff & Strayer, 1997;Ozonoff & Jensen, 1999;Russell, Jarrold, & Hood, 1999;Goldberg et al, 2005;Happé et al, 2006). …”

Section: Inhibitionmentioning

confidence: 99%

“…Studies have used different tools in the same sample of participants with conflicting results. Studies have also been divided into three categories based on their findings: studies that found a deficit in STM/WM in children with ASD (Nydén et al, 1999;Minshew & Goldstein, 2001;Goldberg et al, 2005;Verte et al, 2006;Steele, Minshew, Luna, & Sweeney, 2007;Corbett et al, 2009); studies that failed to detect any deficit (Rumsey & Hamburger, 1988;Ozonoff & Strayer, 2001;Edgin & Pennington, 2005;Happé et al, 2006;Chan et al, 2009), and those studies with mixed results (Prior & Hoffmann, 1990;Rumsey & Hamburger, 1990;Bennetto et al, 1996;Minshew et al, 1992;Williams, Goldstein, Carpenter, & Minshew, 2005;Alloway, Rajendran, & Archibald, 2009;Zinke et al, 2010) owing to an uneven performance across the trials. This has led some researchers to support the view that individuals with ASD present no deficits in memory and merely fail to use the appropriate storage strategies (Minshew et al, 1992;Bennetto et al, 1996).…”

Section: Memorymentioning

confidence: 99%

See 2 more Smart Citations

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

Delli¹,

Varveris²,

Geronta³

2016

JEDP

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The present study examined the application of three cognitive theories-the Theory of Mind (ToM) deficit, the Theory of Executive Functions (EF) and Weak Central Coherence Theory (WCC)-in children with Autism Spectrum Disorders (ASD). 9 children with ASD and 18 children of Typical Development (TD) participated in the study. According to the results, most of the children with ASD showed significant deficits in the development of ToM, while a few of them succeeded in all the ToM tests. With regard to EF theory, the children with ASD did not present a deficit in any of the four executive functions in which they were examined, since their performances were similar to those of TD children. As for the WCC theory, the results cannot support the existence of a deficit. However, it seems that children with ASD struggle in respect of global precedence when a local interference effect is present.

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School‐Age Children With ASD

Bauminger‐Zviely

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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According to recent surveys, nearly 2\% of school‐age children have been diagnosed with autism spectrum disorder (ASD). The core deficits associated with ASD—for example, peer interaction, social communication, social cognition, and executive functioning—can make it difficult to cope with the social‐emotional and cognitive‐academic demands of school. Support for these children should focus on both social‐emotional (e.g., peer interaction and peer friendship) and cognitive‐academic (e.g., abstract thinking, reading comprehension, mathematics, handwriting) functioning.

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Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Cited by 127 publications

References 131 publications

Memory in autistic spectrum disorder.

Memory in autistic spectrum disorder.

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

School‐Age Children With ASD

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