The Relationship between Executive Functions and Metacognitive Strategy Learning and Application

This project examined whether the executive functions of set maintenance and switching, as assessed by neuropsychological testing, were predictors of set maintenance and switching within a more ecologically valid task that used metacognitive strategies during reading comprehension tasks as a framework for evaluation. Gaze times to key words during reading were used as an indirect measure of strategy use. A few significant relationships were found between set maintenance and set switching on the neuropsychological measures and the strategy learning and application tasks. Participants were more likely to switch to appropriate strategies in a situation in which they were given free choice of strategies to use, and in which characteristics of the text pulled for the use of a particular strategy. In contrast, participants were less consistent with expected strategy use when they had just learned a strategy and were asked explicitly to apply it to a text that did not pull for use of a particular strategy. Factors such as visual scanning, motor speed, working memory, and passage comprehension affected the relationship between executive functions and the more ecologically valid task

The Role of Sensorimotor Difficulties in Autism Spectrum Conditions

AbstractIn addition to difficulties in social communication, current diagnostic criteria for autism spectrum conditions (ASC) also incorporate sensorimotor difficulties; repetitive motor movements and atypical reactivity to sensory input (APA, 2013). This paper explores whether sensorimotor difficulties are associated with the development and maintenance of symptoms in ASC. Firstly, studies have shown difficulties coordinating sensory input into planning and executing movement effectively in ASC. Secondly, studies have shown associations between sensory reactivity and motor coordination with core ASC symptoms, suggesting these areas each strongly influence the development of social and communication skills. Thirdly, studies have begun to demonstrate that sensorimotor difficulties in ASC could account for reduced social attention early in development, with a cascading effect on later social, communicative and emotional development. These results suggest that sensorimotor difficulties not only contribute to non-social difficulties such as narrow circumscribed interests, but also to the development of social behaviours such as effectively coordinating eye contact with speech and gesture, interpreting others’ behaviour and responding appropriately. Further research is needed to explore the link between sensory and motor difficulties in ASC, and their contribution to the development and maintenance of ASC

Do Children With Autism Spectrum Disorders Understand Pantomimic Events?

SW was supported by grant DEC-2017/01/X/HS2/01722 from the National Science Centre, Poland.Impairments of motor representation of actions have been reported as a core component of autism spectrum disorders (ASD). Individuals with ASD have difficulties in a number of functions such as assuming anticipatory postures, imitating body movements, producing and understanding gestures, and recognizing motor intentions. Such cognitive-motor abilities are all involved in pantomime. However, the available evidence on the production and comprehension of pantomime in individuals with ASD is still inconclusive. The current investigation assessed pantomime comprehension in 40 children with high-functioning ASD and 40 children with typical development balanced for age, IQ, level of formal education, and cognitive profile. The participants were asked to watch video recordings of pantomimes representing simple transitive events enacted by actors and match them to the corresponding pictorial representations. Such pantomimes were delivered in two conditions with different levels of information content (i.e., lean or rich). The two groups of children performed similarly on these tasks. Nonetheless, children with ASD who were administered the pantomimes in the lean condition performed worse than participants who were administered the informatively richer pantomimes. The methodological implications for interpretation of previous findings and future studies are discussed

Impairment in movement skills of children with autistic spectrum disorders

We undertook this study to explore the degree of impairment in movement skills in children with autistic spectrum disorders (ASD) and a wide IQ range. Movement skills were measured using the Movement Assessment Battery for Children (M-ABC) in a large, well defined, population-derived group of children (n=101: 89 males,12 females; mean age 11y 4mo, SD 10mo; range 10y-14y 3mo) with childhood autism and broader ASD and a wide range of IQ scores. Additionally, we tested whether a parent-completed questionnaire, the Developmental Coordination Disorder Questionnaire (DCDQ), was useful in identifying children who met criteria for movement impairments after assessment (n=97 with complete M-ABCs and DCDQs). Of the children with ASD, 79% had definite movement impairments on the M-ABC; a further 10% had borderline problems. Children with childhood autism were more impaired than children with broader ASD, and children with an IQ less than 70 were more impaired than those with IQ more than 70. This is consistent with the view that movement impairments may arise from a more severe neurological impairment that also contributes to intellectual disability and more severe autism. Movement impairment was not associated with everyday adaptive behaviour once the effect of IQ was controlled for. The DCDQ performed moderately well as a screen for possible motor difficulties. Movement impairments are common in children with ASD. Systematic assessment of movement abilities should be considered a routine investigation

Cognitive Orientation to (daily) Occupational Performance (CO-OP) with children with Asperger's syndrome who have motor-based occupational performance goals

Motor difficulties associated with Asperger's syndrome (AS) are commonly reported, despite these not being diagnostically significant. Cognitive Orientation to daily Occupational Performance (CO-OP) is a verbal problem-solving intervention developed for use with children with developmental coordination disorder to address their motor-based difficulties. This paper reports on two case studies of children with AS illustrating the outcomes of CO-OP to address motor-based occupational performance goals.A case study approach was used to document how two children with AS engaged in 10 weekly sessions of CO-OP addressing child-chosen motor-based occupational performance goals and the outcomes of this intervention.Pre and post-intervention assessment using the Canadian Occupational Performance Measure, Vineland Adaptive Behaviour Scales and the Performance Quality Rating Scale indicated that both children were able to engage in CO-OP intervention to successfully improve their occupational performance.Further research into the application of CO-OP with children with AS is warranted based on preliminary positive findings regarding the efficacy of this intervention to address motor-based performance difficulties in two children with AS