Ecologically Inflexibility And Executive Dysfunction

All three tests are appropriate for measurement of behavior, each having various degrees of supportive evidence. The Conners 3rd Edition has strong norm sample set of 3,400 individuals, with two-thirds of the sampling group having multiple informants along various scales (Viezel, 2013b). The sampling set included both clinical and the general population (Viezel, 2013b). The internal consistency coefficients with all forms ranged from .77 to .95, the test-retest coefficients are .71-.98, these scores indicate the reliability of the Conners 3rd Edition has moderately strong reliability (Viezel, 2013b). The Behavior Rating Inventory of Executive Function has a norm sampling from

Executive function theory deals with planning, working memory, impulse control, inhibition and mental flexibility. Also, it includes the initiation and monitoring of action. This theory explains some of the autism symptoms. For example, repetitive and restricted behaviour observed in autistic children might be explained due to executive dysfunction. In addition, the poor social interaction could be due to defect in cognitive shifting which is a vital part of executive function.

Szatmari P, Bartolucci G, Bremner R, Bond S, Rich S. A follow-up study of high-functioning autistic children. J Autism Dev Disord. 1989;19:213–25

Whereas in the case of individuals with WS, whom despite their mild-moderate rage in IQ, are spared for vocabulary knowledge (compared to matched IQ children) (Laing et al., 2002), it is dyadic over triadic interactions i.e. person to person engagement on one entity, that appear more prevalent compared to matched IQ controls. For instance Bertrand et al (1983, in Laing, et al 2002) studied one toddler longitudinally that showed joint attention interactions until after vocabulary development onset.

autism triad of impairments range, but differ from those with autistic disorder in a few very crucial

Tiyana completed a series of performance based tasks (NAB, WAIS-IV) assessing executive function abilities including working memory, inhibition, verbal fluency, nonverbal planning, and shifting. Her performance on these tasks was variable, with scores falling into the average to well below average range.

Thank you, Robert, for sharing your point of view on the Baker and Munatka article! I agree with you that the authors are obvious in that these are correlational relationships and not causal. I found this article to be also clear in defining the role of self-directed executive functioning in predict long-term outcome. Furthermore, I like your approach to reviewing this article. You do exceptional work. This subject is an area that I knew little about, but now I understand more about the importance of self-directed executive functioning for children. The purpose of the article was to report conclusions establishing that children are more capable of employing self-directed executive functioning when they have insight into the options to

Autism Spectrum Disorder (ASD) refers to a group of neurodevelopmental disorders characterized by impairments in social interaction and communication, as well as behaviors (e.g. movements, interests and activities) that are restricted and repetitive1,2. The Diagnostic and Statistical Manual of Mental Disorders (DSM), which was updated in 2013 (DSM-V), is used in the United States to diagnose ASD. DSM-V converts previously separate diagnoses (autistic disorder, childhood disintegrative disorder, pervasive developmental disorder – not otherwise specified, and Asperger disorder) into one single diagnosis3. There is significant clinical heterogeneity within ASD in both presence and severity of symptoms, which can lead to confusion and difficulty determining proper treatment. This paper will serve as a guide for healthcare practitioners and will examine ASD in detail, including general information, subjective and objective findings, diagnostic information and treatment.

National Autism Indicators Report by Anne M. Roux, MPH, MA; Paul T. Shattuck, PhD, MSSW; Jessica E. Rast, MPH; Julianna A. Rava, BA; Kristy A. Anderson, MSW. Published 2015.

Revisions have been made to the Autism Spectrum Disorder (ASD) between DSM- IV and DSM- V. Many of those who met the different benchmarks for the DSM IV didn’t meet it when the DSM-V was published. In the DSM-IV there were three different areas that can be diagnosed within the ASD spectrum; Autistic Disorder, Asperger’s Disorder and Pervasive Developmental Disorder (Gibbs et al., 2012). Certain symptoms were to be diagnosed the minimum features were at least 6 in the 3 distinct areas two being from social interaction, one in communication area, the other being abnormality (Gibbs et al., 2012)

Individuals diagnosed with autism, while they are recognized for deficits in their social and behavioral skills, they also experience other deficits.

Based on the fact that ASD is a neurodevelopmental disorder, there have been multiple studies researching the neuroanatomical abnormalities found in ASD individuals. There have been a number of those abnormalities associated with ASD (Donovan & Basson, 2017). In the most recent study, Donovan & Basson, found the frontal cortex and the amygdala of an ASD individual’s brain during the early postnatal period has a tendency to overgrow followed by normalization, or even decrease, in volume and cellularity, when compared to neurotypical individuals (2017). They described the function of the frontal cortex of the brain to be in charge of executive functions (e.g., higher-order cognitive processing-planning, decision making, working memory,

The author also found the assessment a “had good predictive validity for classifying individuals as having ADHD or not”(Hauser, 2012, p.372). Another study was conducted with the test translated into Hebrew (Linder, 2010). The authors of the study found that the BRIEF translated into Hebrew was a valid assessment tool in analysis of executive function in children (Linder, 2010). Lastly, a scholarly article was reviewed concerning children with traumatic brain injury, this finding were that the BRIEF was a good tool of measurement for executive functioning in children with traumatic brain injury due to it’s real world analysis of a child’s behavior (Gioia, 2004). These studies resulted in absence of negative finding when adapting the BREIF into alternative

Activities of daily living (ADL) can be challenging for people with Autism Spectrum Disorder (ASD). The level of intellectual functioning in individuals with ASDs “is extremely variable, extending from profound impairment to superior levels” (World Health Organization, 2017). Many people with ASD exhibit the following issues (McLuckey & Therivel, 2016):

The Working Memory Index measured her ability to temporarily store and perform a set of cognitive operations on information, which requires divided attention and the management of the limited capacity of short-term memory. Carolanne obtained a score of 86 (18th percentile). Lastly, her ability to perform rapidly decide on cognitive tasks, particularly when measured on a timed task under pressure and required her to maintain attention was measured by the Processing Speed Index. Carolanne obtained an index score of 89 (23rd percentile). Catherine’s overall performance on the WAIS-IV was similar from her 2015 assessment on the Wechsler Intelligence Scale for Children- 4th Edition