TY - JOUR
T1 - Brief report
T2 - Examining executive and social functioning in elementary-aged children with autism
AU - Freeman, Laura Mac Mullen
AU - Locke, Jill
AU - Rotheram-Fuller, Erin
AU - Mandell, David
N1 - Funding Information:
This study was funded by the Autism Science Foundation (Grants # 11-1010 and #13-ECA-01L) and FARFund Early Career Award, as well as NIMH K01MH100199.
Publisher Copyright:
© Springer Science+Business Media New York 2017.
PY - 2017/6/1
Y1 - 2017/6/1
N2 - There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twentythree school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales, Second Edition, and the teacherrated Behavior Rating of Inventory of Executive Function. Independent assessors observed children’s social functioning on the playground while children with ASD and their peers completed a survey to measure peer friendships and rejections. Overall, poorer executive functioning was associated with increased playground isolation and less engagement with peers. This suggests that metacognitive skills such as initiation, working memory, and planning and organization are associated with children’s social functioning.
AB - There is a paucity of literature examining the relationship between executive and social functioning in children with autism spectrum disorder (ASD). Twentythree school-aged children with ASD participated. Executive functioning was measured using the Developmental Neuropsychological Assessment, Second Edition and Differential Ability Scales, Second Edition, and the teacherrated Behavior Rating of Inventory of Executive Function. Independent assessors observed children’s social functioning on the playground while children with ASD and their peers completed a survey to measure peer friendships and rejections. Overall, poorer executive functioning was associated with increased playground isolation and less engagement with peers. This suggests that metacognitive skills such as initiation, working memory, and planning and organization are associated with children’s social functioning.
KW - Autism spectrum disorder
KW - Executive functioning
KW - Social skills
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U2 - 10.1007/s10803-017-3079-3
DO - 10.1007/s10803-017-3079-3
M3 - Article
C2 - 28260182
AN - SCOPUS:85014207981
SN - 0162-3257
VL - 47
SP - 1890
EP - 1895
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 6
ER -