Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation.
This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 51; no. 7; pp. 2200 - 2218 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jul2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150794115&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150794115 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jul2021 vid: 51 iid: 7 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 150794115 145750347 150794115 150794115 10.1007/s10803-020-04639-5 150794115 ppf: 2200 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation. aug: au: Larson, Caroline Gangopadhyay, Ishanti Prescott, Kathryn Kaushanskaya, Margarita Ellis Weismer, Susan affil: Department of Communication Sciences and Disorders, University of Wisconsin-Madison, 1500 Highland Ave., 53705, Madison, WI, USA sug: subj: Autism Spectrum Disorder Executive Function Task Performance and Analysis Human Child Language Disorders Child Development Disorders Child: 6-12 years ab: This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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