scholarly journals B-09Cognitive and Executive Function Profile in Children and Adolescents with Autism Spectrum Disorder, with and without Specific Learning Disorder

2017 ◽  
Vol 32 (6) ◽  
pp. 667-765
Author(s):  
P McGuinness ◽  
N Cook ◽  
H Bush ◽  
H Lind ◽  
P Vuijk ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Adolescents With Autism ◽  
Function Profile ◽  
Specific Learning

Stress in mothers of children with neurodevelopmental disorders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghorban Hemati Alamdarloo ◽  
Farzad Majidi
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Neurodevelopmental Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Disorder ◽  
Content Type ◽  
Specific Learning Disorder ◽  
Specific Learning

Purpose Most parents experience stress when their children are diagnosed with some kind of disability. This paper aims to compare the level of stress among mothers of children with neurodevelopmental disorders. Design/methodology/approach Research sample consisted of 150 mothers of children with neurodevelopmental disorders (50 mothers of children with autism spectrum disorder, 50 mothers of children with intellectual disability and 50 mothers of children with specific learning disorder selected by convenience sampling). The Stress Response Inventory was used for measuring stress. One-way analysis of variance, multivariate analysis of variance and Scheffe post hoc tests were used for data analysis. Findings The results showed that the stress of mothers of children with autism spectrum disorder was significantly higher than to the other groups of mothers. It was also observed that the stress of mothers of children with intellectual disability was significantly higher than the mothers of children with the specific learning disorder. Originality/value Therefore, designing and implementing preventive and interventional programs to decrease the stress of mothers of children with neurodevelopmental disorders, especially mothers of children with autism spectrum disorder is necessary.

scholarly journals Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

2018 ◽  
Vol 3 ◽  
pp. 239694151880077 ◽  
Author(s):  
Evangelia-Chrysanthi Kouklari ◽  
Stella Tsermentseli ◽  
Claire P Monks
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Developmental Trajectory ◽  
Spectrum Disorder ◽  
Adaptive Skills ◽  
Cross Sectional ◽  
Developmental Patterns ◽  
Adolescents With Autism

Background and aims The development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children and adolescents with autism spectrum disorder compared to neurotypical controls. The association between executive function and adaptive skills was also investigated. Methods The present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with autism spectrum disorder, matched to 63 controls of the same age (7–15 years). Results Results showed age-related performance declines in most everyday executive function domains (e.g. inhibition, working memory, planning) in autism spectrum disorder, whereas for executive function emotional control and shift, non-significant differences emerged across age in autism spectrum disorder. Everyday executive function predicted adaptive skills over and above age and IQ, in participants overall. Conclusions and implications These results suggest that several everyday executive function problems increase in adolescence in autism spectrum disorder and that these everyday executive function developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of executive function processes as well as their association with crucial social outcomes in autism spectrum disorder could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in autism spectrum disorder.

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