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Language, social, and executive functions in high functioning autism: a continuum of performance.

This study examined language and executive functions (EF) in high-functioning school-aged individuals with autism and individually matched controls. Relationships between executive, language, and social functioning were also examined. Participants with autism exhibited difficulty on measures of expr...

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Published in:Journal of Autism & Developmental Disorders Vol. 35; no. 5; pp. 557 - 574
Main Authors: Landa RJ, Goldberg MC
Format: research tables/charts Journal Article
Published: Springer Nature Oct2005
Online Access:View this record in EBSCOhost
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        01623257
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      dt: Oct2005
      vid: 35
      iid: 5
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      pub: Springer Nature
      place: New York, New York
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        2009159069
        10.1007/s10803-005-0001-1
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        atl: Language, social, and executive functions in high functioning autism: a continuum of performance.
      aug:
        au:
          Landa RJ
          Goldberg MC
        affil: Johns Hopkins School of Medicine, Baltimore, MD
      sug:
        subj:
          Autism Spectrum Disorder
          Language Processing Evaluation
          Socialization Evaluation
          Adolescence
          Analysis of Variance
          Audiorecording
          Child
          Descriptive Statistics
          Female
          Intelligence Tests
          Male
          P-Value
          Paired T-Tests
          Repeated Measures
          Research Instruments
          Scales
          Wechsler Adult Intelligence Scale-Revised
          Funding Source
          Human
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: This study examined language and executive functions (EF) in high-functioning school-aged individuals with autism and individually matched controls. Relationships between executive, language, and social functioning were also examined. Participants with autism exhibited difficulty on measures of expressive grammar, figurative language, planning, and spatial working memory. A mixed profile of impaired and enhanced abilities was noted in set-shifting. While controls showed the typical increase in errors when shifting sets from an intra-dimensional to an extra-dimensional stimulus, this pattern was not noted in participants with autism. Relationships between EF, language, and social performance were weak to non-existent. Implications for theories of core deficit in autism and dissociable nature of the language and executive impairments in autism are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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