- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- Factors affecting executive function in children with...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
Factors affecting executive function in children with autism spectrum disorder Siroski, Shelby Lynn
Abstract
In typically developing children, better performance on tasks of executive function (EF) is associated with bilingualism as well as participation in activities that engage EF, such as playing video games, attending music lessons, and getting regular exercise. Furthermore, activities found to improve EF abilities tend to be most effective in participants with lower EF at baseline. Children with Autism Spectrum Disorder (ASD) often have deficits in EF. With the prevalence of ASD on the rise, research on the factors contributing to EF development in children with ASD is crucial for the advancement of evidence-based practice for professionals working with these children. This study aims to address whether children with ASD experience EF benefits from dual language exposure and participation in EF supporting activities. This study’s sample was comprised of ten children with ASD, aged six to ten years. Participants were divided into groups based on whether they were primarily exposed to one or two languages, and based on whether they played video games, attended music lessons, or engaged in fitness activities. Each participant was tested on two tasks of inhibition (Simon and flanker tasks) and two tasks of visuospatial working memory (forward- and backward span). Language exposure group differences were found, but not in conditions that target EF abilities. The only group difference specific to conditions with EF involvement was in favour of children who engage in regular physical fitness. While these results do not support dual language exposure, video game playing or musicianship as EF supporting experiences, the results of this study are limited by the small sample size. In addition to group comparisons, data from three participants is discussed within the context of development of EF in children with ASD.
Item Metadata
Title |
Factors affecting executive function in children with autism spectrum disorder
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2017
|
Description |
In typically developing children, better performance on tasks of executive function
(EF) is associated with bilingualism as well as participation in activities that engage EF, such
as playing video games, attending music lessons, and getting regular exercise. Furthermore,
activities found to improve EF abilities tend to be most effective in participants with lower
EF at baseline. Children with Autism Spectrum Disorder (ASD) often have deficits in EF.
With the prevalence of ASD on the rise, research on the factors contributing to EF
development in children with ASD is crucial for the advancement of evidence-based practice
for professionals working with these children. This study aims to address whether children
with ASD experience EF benefits from dual language exposure and participation in EF
supporting activities.
This study’s sample was comprised of ten children with ASD, aged six to ten years.
Participants were divided into groups based on whether they were primarily exposed to one
or two languages, and based on whether they played video games, attended music lessons, or
engaged in fitness activities. Each participant was tested on two tasks of inhibition (Simon
and flanker tasks) and two tasks of visuospatial working memory (forward- and backward
span). Language exposure group differences were found, but not in conditions that target EF
abilities. The only group difference specific to conditions with EF involvement was in favour
of children who engage in regular physical fitness. While these results do not support dual
language exposure, video game playing or musicianship as EF supporting experiences, the
results of this study are limited by the small sample size. In addition to group comparisons,
data from three participants is discussed within the context of development of EF in children
with ASD.
|
Genre | |
Type | |
Language |
eng
|
Date Available |
2017-05-02
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
|
DOI |
10.14288/1.0347258
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2017-09
|
Campus | |
Scholarly Level |
Graduate
|
Rights URI | |
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International