Performance of children/adolescents with autism spectrum disorders in executive function: Study of case series.

Abstract

Autism spectrum disorder (ASD) is a developmental condition characterized by various cognitive and behavioral symptoms that may be associated, among other factors, with executive dysfunction. However, the relationship between these aspects still needs to be understood in more detail. The present study investigated associations and dissociations in the performance of 11 children/adolescents who were diagnosed with ASD without mental retardation, aged 10–15 years, in tasks that assessed executive function and working memory. Formal and functional assessment instruments and a questionnaire on developmental history and health-related aspects were used. Performance in tasks that were used for the objective assessment of executive function ranged from preserved to impaired, making the identification of specific performance profiles difficult. In contrast, functional assessment indicated the presence of important executive dysfunctions in 9 of the 11 cases. The present study stresses the importance of neuropsychological assessment using formal and functional (environmental) tools and mixed-model approaches (cases and groups) to provide a further understanding of executive dysfunction in ASD.

Examining deficits in and measures of executive function in youth with ASD

“…Approximately 41-78% of children diagnosed with an autism spectrum disorder (ASD) also experience documented executive function (EF) deficits. EF skills are a set of mental processes that aid in the areas of attention, problem solving, and self-control (Czermainski et al, 2015).…”

“…Research has indicated that there is often a contradiction between the results of formal assessments and functional self-report data by the parent or child (Czermainski et al, 2015). This can be frustrating for individuals and families who experience a child's struggle with EF skills in their day-to-day tasks, while diagnostically they may not be showing significant deficits.…”

“…According to Czermainski et al (2015), early identification of EF deficits provides insight when exploring treatment plans. School-aged children with ASD benefit from early identification of EF deficits because it allows for them to utilize the opportunities for support and treatment that are offered in school-based settings.…”

Neuropsychological assessment in autism spectrum disorder and related conditions

“…In this context, it may be pointed out that formal tests possibly lack ecological validity. 29,30 Therefore, experts should also rely on clinical observations in real life.…”