Executive dysfunction and its relation to language ability in verbal school-age children with autism.
作者： Robert Joseph , Lauren McGrath , Helen Tager-Flusberg
DOI: 10.1207/S15326942DN2703_4
关键词:
摘要: This study examined executive dysfunction and its relation to language ability in verbal school-age children with autism. Participants were 37 autism 31 nonautistic comparison participants who matched on age nonverbal IQ but not ability, which was lower the group. Children exhibited deficits compared group across all 3 domains of function that assessed including working memory (Block Span Backward; Isaacs & Vargha-Khadem, 1989), inhibitory control (NEPSY Knock-Tap; Korkman, Kirk, Kemp, 1998), planning Tower; Korkman et al., 1998). less developed than their skills, correlational analyses revealed no specific association between performance In contrast, positively correlated pattern findings suggest is directly related impairment per se rather involves an failure use for self-regulation.
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