Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review

Benallie, Kandice J.; McClain, Maryellen Brunson; Bakner, Kaelah E.; Roanhorse, Tyus T.; Ha, Jennifer

doi:10.1016/j.rasd.2021.101807

Cited by 19 publications

(14 citation statements)

References 46 publications

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“…Since in the current study the ASD and typical groups were matched in non-verbal IQ, the result that they did not differ in performance in this scenario was consistent with Hsiao et al’s finding ( 2022 ). Note however that although IQ is related to executive functioning, ASD individuals may still differ in their executive functioning skills from the typical adults when IQ was matched (Benallie et al, 2021 ), and this potential executive functioning difference might be related to the performance difference observed in Study 2 when recognizing unmasked faces that were learned with a mask on. Future work may examine this possibility.…”

Section: Discussionmentioning

confidence: 99%

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

2022

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Use of face masks is one of the measures adopted by the general community to stop the transmission of disease during this ongoing COVID-19 pandemic. This wide use of face masks has indeed been shown to disrupt day-to-day face recognition. People with autism spectrum disorder (ASD) often have predisposed impairment in face recognition and are expected to be more vulnerable to this disruption in face recognition. Here, we recruited typically developing adult participants and those with ASD, and we measured their non-verbal intelligence, autism spectrum quotient, empathy quotient, and recognition performances of faces with and without a face mask covering the lower halves of the face. When faces were initially learned unobstructed, we showed that participants had a general reduced face recognition performance for masked faces. In contrast, when masked faces were first learned, typically developing adults benefit with an overall advantage in recognizing both masked and unmasked faces; while adults with ASD recognized unmasked faces with a significantly more reduced level of performance than masked faces—this face recognition discrepancy is predicted by a higher level of autistic traits. This paper also discusses how autistic traits influence processing of faces with and without face masks.

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Section: Discussionmentioning

confidence: 99%

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

2022

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“…Each of these disorders has a distinct profile of EF deficits (Pennington and Ozonoff, 1996). However, these deficits can vary and increase in severity with eventual co-occurring diagnoses (Benallie et al, 2021).…”

Section: Executive Dysfunction In School-aged Childrenmentioning

confidence: 99%

“…Autistic people tend to exhibit rigid thought patterns associated with poor flexibility (Ozonoff and Cathcart, 1998). Moreover, planning and organizational deficits are common among patients with autism, especially those with high-functioning autism, which is characterized by verbal disorganization (Benallie et al, 2021). According to Minshew et al (1997), these deficits are due to "weak central coherence" and poor informational processing.…”

Section: Executive Dysfunction In School-aged Childrenmentioning

confidence: 99%

Assessment of executive functions in school-aged children: A narrative review

Souissi

Chamari

2022

Front. Psychol.

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IntroductionIn the past three decades, there has been increasing interest in assessing children’s Executive Functions (EF). However, studies on the conceptualization and operationalization of this construct are incongruent and guidance for clinicians and researchers aiming to assess EF is insufficient due to measurement variability.AimsThe purpose of this article was to examine current theories and models of EF in children, identify their assessment instruments, issues, and challenges, and discuss their impact on children’s cognitive, behavioral, social and/or emotional development.MethodsThis narrative review reflected on English and French scholarly articles on EF assessment in children. References were identified through searches of PubMed, Medline, ScienceDirect, Google Scholar, and APA PsychNet throughout the last two decades up to June 2022.ResultsThere are commonalities despite divergence in the definition and operationalization of EF. Assessment of EF requires psychometric tests as well as rating scales that must be integrated and interpreted considering the child’s biological makeup, environmental background, and cultural specificities.ConclusionCurrent EF theories, assessment tools, issues, and challenges were discussed in addition to the impact of their components’ dysfunctions on children’s development. Further studies should be conducted to develop new measurement methods and technologies to improve the ecological and ethological validity of youth assessment, treatment, and interventions.

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“…Intellectual disability includes significant limitations in intellectual functioning (e.g., problem solving, learning) and in adaptive behaviour skills (e.g., communication, social and daily living skills) (American Association of Intellectual and Developmental Disabilities [AAIDD]; Schalock et al, 2021). Therefore, many autistic children and children with an intellectual disability present with communication difficulties, memory, attention, motor, and behaviour problems which require adjustments and support within educational settings (Cibralic et al, 2019;Cresswell et al, 2019;Benallie et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions

et al. 2022

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The COVID-19 outbreak, and associated school restrictions affected the learning experience of students worldwide. The current study focused on the learning experiences of United Kingdom children with neurodevelopmental conditions, including autism and/or intellectual disability. Specifically, the aim was to examine families’ experience with school support for home schooling, families’ resources, and level of satisfaction with schools among families whose children engaged with home schooling, hybrid learning, and school-based learning during the pandemic. An online survey took place in 2021, approximately 1 year since the start of the COVID-19 pandemic in the United Kingdom. Participants were recruited mostly through social media with support via several charities across the United Kingdom. Participants were 809 parents/carers of children with autism and/or intellectual disability aged 5 – 15 years. Of these, 59% were learning from home daily during home schooling, 19% spent some days in school (hybrid learning), and 22% were going to school daily during school restrictions. Parents/carers reported on the support received from schools, the resources accessed, and the resources needed but not accessed to facilitate learning. They also reported on their level of satisfaction with school support and school management of COVID-19 risks. Results indicated that learning during the COVID-19 pandemic was mostly via school-provided worksheets, in the home and hybrid learning group. Families had access to the internet/data and a laptop, computer, or tablet to facilitate learning. However, in both learning groups (i.e., home and hybrid learning) they needed but did not have access to special equipment, special software, and a printer. Importantly, 11% of families in home and hybrid learning groups reported not having access to a desk/table. Satisfaction with school support was low in the home and hybrid learning groups. Satisfaction with COVID-19 management was higher for families of children attending school daily (i.e., the school-based learning group). Future education policy decisions during public health crises should take into consideration the needs of children with neurodevelopmental conditions including autism and/or intellectual disability.

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Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review

Cited by 19 publications

References 46 publications

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

Assessment of executive functions in school-aged children: A narrative review

Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions

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Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review

Cited by 19 publications

References 46 publications

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

How does face mask in COVID-19 pandemic disrupt face learning and recognition in adults with autism spectrum disorder?

Assessment of executive functions in school-aged children: A narrative review

Home schooling during the COVID-19 pandemic in the United Kingdom: The experience of families of children with neurodevelopmental conditions

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Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review