Cognitive Flexibility in ASD; Task Switching with Emotional Faces

Children with autism spectrum disorders (ASDs) show daily cognitive flexibility deficits, but laboratory data are unconvincing. The current study aimed to bridge this gap. Thirty-one children with ASD (8–12 years) and 31 age- and IQ-matched typically developing children performed a gender emotion switch task. Unannounced switches and complex stimuli (emotional faces) improved ecological validity; minimal working memory-load prevented bias in the findings. Overall performance did not differ between groups, but in a part of the ASD group performance was slow and inaccurate. Moreover, within the ASD group switching from emotion to gender trials was slower than vice versa. Children with ASD do not show difficulties on an ecological valid switch task, but have difficulty disengaging from an emotional task set

Brief report:An intervention program for parents of pediatric cancer patients: A randomized controlled trial

Objective: To evaluate a psychoeducational intervention program for parents of pediatric cancer patients, using cognitive and behavioral techniques. Methods: Parents were randomly assigned to an intervention (n = 39) and a control condition (n = 42). Baseline assessment took place at diagnosis. Short-term effects were measured immediately after the intervention, long-term effects six months later. Control parents received standard care. Intervention parents received, in addition, a manual-guided program during the first six months following the diagnosis. Results: With time all parents became significantly less psychologically distressed. However, no between-group differences were noted in psychological functioning, satisfaction with support, and intensity of emotions immediately postintervention and six months later. Conclusions: Although the clinical evaluation of the intervention was positive, it appeared that a structured intervention program as described in this study was not any more effective than standard care