scholarly journals Regulation During the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament, and Social Vulnerability in a Latin American Sample

2019 ◽  
Vol 10 ◽  
Author(s):  
Lucas G. Gago Galvagno ◽  
María C. De Grandis ◽  
Gonzalo D. Clerici ◽  
Alba E. Mustaca ◽  
Stephanie E. Miller ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Joint Attention ◽  
Latin American ◽  
Social Vulnerability ◽  
American Sample ◽  
Second Year

Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language.

2015 ◽  
Vol 51 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Stephanie E. Miller ◽  
Stuart Marcovitch
Keyword(s):  
Executive Function ◽  
Joint Attention ◽  
Second Year Of Life ◽  
Second Year

Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1720-1731 ◽  
Author(s):  
Laudan B Jahromi ◽  
Yanru Chen ◽  
Andrew J Dakopolos ◽  
Alice Chorneau
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Joint Attention ◽  
Children With Autism ◽  
Delay Of Gratification ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Strategies

This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children’s behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children’s temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children’s executive function, joint attention, and parents’ ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation.

Emerging coherence and relations to communication among executive function tasks in toddlers: Evidence from a Latin American sample

Infancy ◽  
2021 ◽  
Author(s):  
Lucas G. Gago Galvagno ◽  
Stephanie E. Miller ◽  
Carolina De Grandis ◽  
Angel M. Elgier
Keyword(s):  
Executive Function ◽  
Latin American ◽  
American Sample

Neurobiological Mechanisms of Psychopathology and Treatment Action

2018 ◽  
Author(s):  
Theodore P. Beauchaine ◽  
Aimee R. Zisner ◽  
Elizabeth P. Hayden
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Treatment Response ◽  
Trait Anxiety ◽  
Environmental Influence ◽  
Externalizing Disorders ◽  
Psychosocial Treatment ◽  
Childhood And Adolescence ◽  
Trait Impulsivity ◽  
Heterotypic Continuity

In recent years, it has become increasingly clear that common forms of psychopathology derive from complex interactions among neurobiological vulnerabilities and environmental adversities. These interactions can alter neurobehavioral development to yield progressively intractable forms of psychopathology across childhood and adolescence. This chapter focuses on neurobiological mechanisms of trait impulsivity, trait anxiety, stress reactivity, and emotion regulation/executive function. How these traits confer vulnerability to externalizing disorders, internalizing disorders, heterotypic comorbidity, and heterotypic continuity is described. Next, neurobiological mechanisms of treatment response are considered. Trait impulsivity and trait anxiety are highly heritable and derive initially from subcortical structures that mature early in life. In contrast, emotion regulation and executive function, which modulate trait impulsivity and trait anxiety, are more sensitive to environmental influence and derive from cortical structures that mature into young adulthood. Neurobiological mechanisms of psychosocial treatment response are represented largely in the cortex and its neuromodulatory connections with the subcortex.

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

Effects of parental supportiveness on toddlers' emotion regulation over the first three years of life in a low-income African American sample

2009 ◽  
Vol 30 (5) ◽  
pp. 452-476 ◽  
Author(s):  
Erika London Bocknek ◽  
Holly E. Brophy-Herb ◽  
Meeta Banerjee
Keyword(s):  
Emotion Regulation ◽  
African American ◽  
Low Income ◽  
American Sample ◽  
African American Sample

Psychological Distancing in the Development of Executive Function and Emotion Regulation

2010 ◽  
pp. 336-356 ◽  
Author(s):  
Gerald F. Giesbrecht ◽  
Ulrich Müller ◽  
Michael R. Miller
Keyword(s):  
Emotion Regulation ◽  
Executive Function

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

Beliefs about mental illness in a Spanish-speaking Latin American sample

2021 ◽  
Vol 295 ◽  
pp. 113634
Author(s):  
Michiyo Hirai ◽  
Serkan Dolma ◽  
Laura L. Vernon ◽  
George A. Clum
Keyword(s):  
Mental Illness ◽  
Latin American ◽  
Spanish Speaking ◽  
American Sample ◽  
Beliefs About Mental Illness

Cross-diagnostic research in a Latin American sample: two small, but important, steps forward for psychiatry

2020 ◽  
Vol 7 (5) ◽  
pp. 374-375
Author(s):  
Katherine Louise Musliner
Keyword(s):  
Latin American ◽  
American Sample ◽  
Diagnostic Research
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