Individuals with Autism Spectrum Disorder (ASD) often experience impairments in executive functions. Cognitive flexibility, or the capacity to adjust effectively to situational demands, is...Show moreIndividuals with Autism Spectrum Disorder (ASD) often experience impairments in executive functions. Cognitive flexibility, or the capacity to adjust effectively to situational demands, is necessary for adaptive behavior, as is cognitive stability, which is the capacity to focus on a present activity despite interruption. Although there has been research on cognitive inflexibility and ASD, less is known about the relationship between cognitive flexibility and other, less well-researched features of subclinical ASD. The current study aimed to investigate whether attention to numbers and pattern, as specific features of subclinical ASD, predict cognitive flexibility impairment. In order to assess this relationship, the study recruited 100 participants and performed a task-switching exercise along with a self-report assessment of ASD symptoms. High scores for number/pattern recognition were thought to increase switch cost, the degradation in performance when transitioning between tasks, in people with subclinical ASD. Furthermore, it was assumed that the same individuals would have greater stability as evidenced by a lower incongruence cost, indicating less cross-task interference. While there was no significant correlation between cognitive flexibility and subclinical ASD features, we found some contradicting results that suggested a positive relationship for incongruence cost. The study was able to point out the need for more investigation, while raising questions about how attention to numbers and patterns and cognitive flexibility relate to one another in individuals with ASD. Future studies may focus on examining the neural bases of cognitive flexibility in order to provide a more thorough explanation.Show less
Repetitive and restricted behavior has been related to difficulties in cognitive flexibility. However, previous research on differences in repetitive and restricted behavior between gender shows...Show moreRepetitive and restricted behavior has been related to difficulties in cognitive flexibility. However, previous research on differences in repetitive and restricted behavior between gender shows inconsistent results. The current study investigates if there is a difference in repetitive and restricted behavior between boys and girls, and whether this difference could be explained by differences in cognitive flexibility. This study uses the Trail Making Test and Social Responsiveness Scale to examine cognitive flexibility and repetitive and restricted behavior in 18 boys and 13 girls, between 8 and 16 years old. First of all, a Pearson correlation analysis shows no association between cognitive flexibility and repetitive and restricted behavior. Furthermore, an independent t-test shows no differences on parent questionnaires, measuring rigid behavior between boys and girls. Lastly, mediation analysis, using PROCESS, does not result in differences between boys and girls in repetitive and restricted behavior. Cognitive flexibility does not mediate this effect. The results did not provide evidence for a difference between repetitive and restricted behavior between boys and girls, and the difference could not be explained by a difference in cognitive flexibility. However, the current study highlights the importance for future research. It is of great importance to further explore differences in repetitive and restricted behavior between boys and girls, and possible mechanisms explaining this. This study contributes to improvements in clinical health care, because results will contribute to the development of new treatment methods and increased understanding of repetitive and restricted behavioral patterns in children and adolescents at risk.Show less
Background: The development of executive functions is important for independent, creative, and socially constructive behavior. Despite the genetic predisposition, executive functions are due to the...Show moreBackground: The development of executive functions is important for independent, creative, and socially constructive behavior. Despite the genetic predisposition, executive functions are due to the long-term development also influenced by environmental factors. The specific impact of environmental factors remains, however, unclear. This research focuses on the influence of family factors on the development of executive functions in children. Method: The influence of parents’ educational level, siblings and an educational parent training was investigated in a total of 437 children, between the ages of 8 and 12. During a baseline assessment and a follow-up six months later, executive functions were measured using the Behavior Rating Inventory of Executive Function (BRIEF). A total of 31 parents where randomly selected to participate in a parent training, where parents learned about the development of executive functions and how they could stimulate this development. Results: Parents’ educational level had a significant small effect on inhibition and working memory and not on cognitive flexibility. There was no significant difference in scores on the executive functions between children with siblings and children without siblings. Finally, the educational parent training showed no effect on the development of executive functions in children. Conclusion: This investigation contributes to a more complete overview of the impact of environmental factors on the development of executive functions. This is important for the development of early interventions to optimize executive functioning in children. Children of higher educated parents showed less problems on inhibition and working memory. In contrast to the expectations, other family factors had little influence on the development of executive functions in this age group. Other environmental factors, such as school, teachers and peers, may play a greater role. Future research should focus on the influence of these other environmental factors in children from eight years old up to young adulthood.Show less
The prevalence of people with a disorder in the autism spectrum (ASD) is estimated on 60 to 100 on 10.000 people. A deficit in executive functions is a possible explanation of the behavior shown in...Show moreThe prevalence of people with a disorder in the autism spectrum (ASD) is estimated on 60 to 100 on 10.000 people. A deficit in executive functions is a possible explanation of the behavior shown in ASD. Mothers of children with ASD experience stress in the daily intercourse with their child. The deficit in executive functions might be a predictor for this maternal stress, because the effort-reward proportion is out of balance. The aim of this study was to investigate whether there is a relation between executive functions of children and maternal stress and which of the executive functions contributes the most to maternal stress. This study included 29 mothers with their child (Mage= 4,47, SDage= 1.10). The participants were recruited at schools, libary’s, social assistance organisations and throughsocial networks. The NOSI was used to mearsure maternal stress, the SRS was used to measure signs of autism, the BRIEF-p was used to measure executive functions of the child. Significant correlations were found between all EF and maternal stress: inhibition r=.75 (p<.01), cognitive flexibility r=.72 (p<.01), working memory r=.73 (p<.01), planning and organizing r=.78, (p<.01). The correlations between signs of autism and maternal stress was r=.86 (p<.01). Multiple regression analysis showed that Autism symptoms, β=.62, t(23)=4.59, p<.01, and planning and organization, β=.34, t(23)=2.49, p=.02, contributed to maternal stress and explained 80% of the stress. Signs of autism contributed the most. Results and suggestions for future research are discussed.Show less
