Neurodevelopment and executive function in autism

O’Hearn, Kirsten; Asato, Miya R.; Ordaz, Sarah J.; Luna, Beatríz

doi:10.1017/s0954579408000527

Cited by 207 publications

(135 citation statements)

References 260 publications

(385 reference statements)

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“…Since several studies reported age-related improvements in executive functions from childhood to adolescence in autism (for a review see O'Hearn et al 2008), the current study examined humor responses in two different age groups of children with Asperger's Syndrome and matched healthy controls (younger group aged 5-9 years and older group aged 10-14 years).…”

Section: Introductionmentioning

confidence: 99%

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

Weiss

Gschaidbauer²,

Samson

et al. 2013

Humor

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Abstract:The aim of the present study was to examine whether children with Asperger's syndrome differ from typically developing children in the appreciation of and behavioral responses to simple slapstick type humor, in which cognitive requirements that are commonly impaired in autism spectrum disorders are reduced to a minimum. Short slapstick scenes and matched non-humorous control scenes were extracted from popular movies to produce an appropriate humor assessment material. Twenty-four boys with Asperger's syndrome (5 to 14 years) and 24 age-matched typically developed controls were tested. The results indicated that children with Asperger's syndrome enjoy humorous material as much as healthy children do, if the humor elements are simple and the incongruence can be perceived independently from theory of mind requirements, inferential demands, or language abilities. However, similar funniness ratings and behavioral expressions of mirth to the humorous scenes, but relatively higher values in response to the non-humorous scenes, suggested that the autistic children did not discriminate non-humorous from humorous stimuli as sensitively as the typically developing children did. Moreover, in autistic children, the outwards displays of emotion did not match their reports of subjective amusement. This dissociation may relate to the social interaction and communication difficulties in autism spectrum disorders.

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Section: Introductionmentioning

confidence: 99%

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

Weiss

Gschaidbauer²,

Samson

et al. 2013

Humor

View full text Add to dashboard Cite

show abstract

“…The inconsistent findings of previous studies may be due to developmental variations and compensatory mechanisms in children with ASD (6,45). Some studies investigating working memory in ASD (5, 46) independent of inhibitory skills showed no WM deficit.…”

Section: Discussionmentioning

confidence: 93%

Behavioral Profile of Executive Dysfunction in Children and Adolescents with Autism Spectrum Disorder

Mahdavi

Shahrivar

Tehrani‐Doost

et al. 2017

Iran J Psychiatry Behav Sci

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Background: Executive dysfunction has been proposed as a fundamental impairment in children with autism spectrum disorder (ASD), however, existing findings are inconsistent. Objectives: The present study aimed at evaluating the behavioral profile for executive functions (EF) in adolescents compared to healthy individuals using the Farsi translation of the behavior rating inventory of executive function (BRIEF). Methods: In this study, 34 participants (aged 5-16) with ASD were compared to 36 age and gender matched typically developing (TD) children using the BRIEF and childhood autism rating scale (CARS), and raven progressive matrices (RPM). Results: All subscales of the BRIEF were significantly higher in children and adolescents with ASD. Working memory was impaired in 88% of the ASD group, and the inhibition subscale had the highest mean score. The visual response subscale of CARS correlated significantly with the metacognition index (MCI) and global executive composite (GEC) of the BRIEF. A slight negative significant correlation was found between the BRIEF planning/organization T-score and age in the group with ASD. Conclusions: Adolescents with ASD have difficulties in every day executive functioning, mostly in working memory and inhibition. These deficits are related to some aspects of social and sensory impairments seen in ASD.

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“…It has been shown that students with high functioning-pervasive developmental disorders (HF-PDD) also have executive function disorders (Happe, Booth, Charlton, & Hughes, 2006;O'Hearn, Asato, Ordaz, & Luna, 2008). ese studies do not, however, suggest that disorders in executive functions are always accompanied by reading di culty and HF-PDD.…”

mentioning

confidence: 99%

Inhibition of Automatic Semantic Processing in Children With High-Functioning Pervasive Developmental Disorders Having Reading Difficulty

Yanai

Maekawa

2018

JSER

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Inhibition of automatic semantic processing was examined in children who have high functioning-pervasive developmental disorders (HF-PDD) with or without reading di culty and in typically developing children. In Experiment 1, lexical decision tasks were conducted under three priming conditions: (1) normal character condition, (2) transposed-letter internal nonwords condition, and (3) transposed-letter external nonwords condition.e results indicated that all participants displayed semantic priming under the normal and transposed-letter internal nonwords condition, whereas semantic priming was not observed under the transposed-letter external nonwords condition. In Experiment 2, speed-reading was conducted under normal, transposed-letter internal nonwords, transposed-letter external nonwords condition, and nonword conditions. e results indicated that HF-PDD students with reading di culty showed low reading scores under the nonword condition. Moreover, their reading score under the transposed-letter internal nonwords condition declined more than that under the nonword condition. e above results indicate that students with HF-PDD and reading di culty have problems in conducting bottom-up processing while inhibiting top-down processing, when automatically generated semantic processing interferes with the processing conducted through the phonological route.

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Neurodevelopment and executive function in autism

Cited by 207 publications

References 260 publications

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

Behavioral Profile of Executive Dysfunction in Children and Adolescents with Autism Spectrum Disorder

Inhibition of Automatic Semantic Processing in Children With High-Functioning Pervasive Developmental Disorders Having Reading Difficulty

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