Specificity of executive function and theory of mind performance in relation to attention-deficit/hyperactivity symptoms in autism spectrum disorders

Abstract

BackgroundIndividuals with autism spectrum disorder (ASD) frequently demonstrate symptoms of attention-deficit/hyperactivity disorder (ADHD). Previous findings in children with ASD have suggested that these symptoms are associated with an impairment in executive function (EF) abilities. However, studies rarely considered this association within a single framework that controls for other related factors such as Theory of Mind (ToM) abilities and ASD symptoms.MethodsWe used structural equation modeling to explore the relations among EF, ToM, and symptoms of ASD and ADHD, using data from a population-based sample of 100 adolescents with ASD and full-scale IQ ≥ 50 (the Special Needs and Autism Project (SNAP) cohort). The study used a multi-measure and multi-informant approach, where performance of inhibition, planning, switching, and working memory tasks indexed EF and performance on tasks involving mentalizing indexed ToM. Measures of ASD and ADHD symptoms included parent and teacher reports and direct observation of the children. Shared source of symptom reporting was accounted for with a parental rating latent factor indexed by symptom measures reported by parents.ResultsImpairments in EF abilities were specifically associated with ADHD symptoms while impaired ToM was specifically associated with ASD symptoms, when accounting for the associations of each cognitive domain with the other factors. ASD and ADHD symptom latent factors were also correlated, but this association became nonsignificant once the shared source of reporting from parents was accounted for and within a model that also controlled for the correlated pathway between EF and ToM factors. The specific relations between the cognitive domains and behavioral symptoms remained even after controlling for IQ.ConclusionsIn this ASD sample, symptoms of ADHD and ASD are underpinned by separate cognitive domains. The association between EF and ToM impairments is a likely partial explanation for the co-occurrence of ADHD symptoms in ASD, but the role of shared reporting effects is also important and supports the inclusion of independent informants and objective measures in future research.Electronic supplementary materialThe online version of this article (10.1186/s13229-017-0177-1) contains supplementary material, which is available to authorized users.

Aberrant functional connectivity of inhibitory control networks in children with autism spectrum disorder

“…It should be noted that ASD is a disorder that is highly comorbid with other neurodevelopmental disorders such as ADHD [Leitner et al, 2014]. Some research has suggested that the EF impairment may be related to comorbid ADHD symptoms and not ASD specifically [Hill et al, 2014; Lukito et al, ]. The inclusion of an ADHD group in future analyses might offer important insight into this distinction.…”

What are Replicable Aspects of the Broader Autism Phenotype among College Students?

“…Reduced cognitive empathy is commonly associated with autism (e.g., Baron-Cohen, Leslie, & Frith, 1985;Lukito et al 2017;Deschamps et al, 2014;Sasson et al, 2013b). Autistic children often show delays in acquiring ToM and have marked difficulty with abstract perspective-taking tasks (Hamilton, 2009).…”

Atitudes E Práticas Pedagógicas De Inclusão Para O Aluno Com Autismo

“…De acordo com a tabela 3, do conjunto de ações educacionais e pedagógicas investigadas no presente estudo, os seguintes itens foram aqueles que os 217 professores foram menos favoráveis (apoio < 50%): (i) diminuir estímulos distratores que comprometem a atenção e concentração do aluno (46%), (ii) fragmentar tarefas escolares e dar pausas breves entre as tarefas (47%) e (iii) usar estímulos como elogios para estimular bons comportamentos do aluno em sala de aula (50%). Alterações atencionais, seja por fácil distração, déficit de autorregulação do comportamento, déficit de controle inibitório ou foco exagerado da atenção são frequentemente observadas em crianças com TEA (PITZIANTI, D'AGATI, PONTIS et al, 2016;LAWSON, AYLWARD, WHITE, REES, 2015;KEEHN, WESTERFIELD, MÜLLER et al, 2017;LUKITO, JONES, PICKLES et al, 2017). De fato, o DSM-5 recomenda que quando há déficits atencionais e de hiperatividade/impulsividade característicos do transtorno de déficit de atenção/hiperatividade, deve ser considerada a possibilidade dessa condição clínica também ser diagnosticada junto com o TEA (APA, 2014).…”