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Montgomery, Lewis; Chondrogianni, Vicky; Fletcher-Watson, Sue; Rabagliati, Hugh; Sorace, Antonella; Davis, Rachael – Journal of Autism and Developmental Disorders, 2022
One factor that may influence how executive functions develop is exposure to more than one language in childhood. This study explored the impact of bilingualism on inhibitory control in autistic (n = 38) and non-autistic children (n = 51). Bilingualism was measured on a continuum of exposure to investigate the effects of language environment on…
Descriptors: Bilingualism, Executive Function, Inhibition, Self Control
Jones, Desiree R.; Dallman, Aaron; Harrop, Clare; Whitten, Allison; Pritchett, Jill; Lecavalier, Luc; Bodfish, James W.; Boyd, Brian A. – Journal of Autism and Developmental Disorders, 2022
This study evaluates the feasibility of the NIH Toolbox Cognition Battery (NIH-TCB) for use in autism spectrum disorder (ASD). 116 autistic children and adolescents and 80 typically developing (TD) controls, ages 3-17 years, completed four NIH-TCB tasks related to inhibitory control, cognitive flexibility, processing speed, and episodic memory.…
Descriptors: Cognitive Tests, Cognitive Ability, Autism, Pervasive Developmental Disorders
Tse, Andy C. Y. – Journal of Autism and Developmental Disorders, 2020
Problems with emotion regulation and behavior are often reported in children with autism spectrum disorders (ASD). This pilot study examined the effect of physical exercise on emotion regulation and behavioral functioning in children with ASD. Twenty-seven children aged 8-12 years were randomized into either an exercise intervention group (n = 15)…
Descriptors: Exercise, Self Control, Child Behavior, Behavior Problems
Conner, Caitlin M.; White, Susan W.; Scahill, Lawrence; Mazefsky, Carla A. – Autism: The International Journal of Research and Practice, 2020
Youth with autism spectrum disorder are at elevated risk for impaired emotion regulation and clinically impairing anxiety. A prior developmental framework posited that impaired emotion regulation leads to co-occurring psychiatric conditions such as anxiety, with outcome determined in part by autism spectrum disorder-specific moderating factors.…
Descriptors: Emotional Response, Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders)
London, Maeve Doyle; Mackenzie, Lynette; Lovarini, Meryl; Dickson, Claire; Alvarez-Campos, Alberto – Journal of Autism and Developmental Disorders, 2020
Animal-Assisted Therapy (AAT) is an intervention for children with Autism Spectrum Disorder (ASD). This study explores parent perspectives of the impact of five AAT sessions involving trained dogs with their children with ASD. A phenomenological qualitative approach was used to explore first-hand perspectives of parents. In-depth, semi-structured…
Descriptors: Animals, Therapy, Parent Attitudes, Autism
Hutchison, Sarah M.; Müller, Ulrich; Iarocci, Grace – Journal of Autism and Developmental Disorders, 2020
Despite average or above cognitive and verbal abilities, many children with autism spectrum disorder (ASD) experience difficulties in functional and social communication. Executive functioning (EF) may be the cognitive and regulatory mechanism that underlies these difficulties. Parents rated 92 children with ASD as demonstrating significantly more…
Descriptors: Autism, Pervasive Developmental Disorders, Executive Function, Children
Baker, Jason K.; Fenning, Rachel M.; Erath, Stephen A.; Baucom, Brian R.; Messinger, Daniel S.; Moffitt, Jacquelyn; Kaeppler, Alexander; Bailey, Alyssa – Autism: The International Journal of Research and Practice, 2020
Children with autism spectrum disorder exhibit significant difficulties with emotion regulation. Respiratory sinus arrhythmia is a biomarker for processes related to emotion regulation, with higher baseline rates linked to beneficial outcomes. Although reduction in respiratory sinus arrhythmia in response to challenge can index adaptive processes…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Children
Nucifora, Alice; Walker, Sue – Journal of Research in Special Educational Needs, 2021
Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher-child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor…
Descriptors: Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder, Interpersonal Competence
Tanksale, Radhika; Sofronoff, Kate; Sheffield, Jeanie; Gilmour, John – Autism: The International Journal of Research and Practice, 2021
Research using mind-body practices in autism is limited but suggests a trend for ruminative reduction and improved behavioral-emotional outcomes. Following random assignment (N = 67), effects of a weekly six-session pilot yoga-based group program combined with third-wave cognitive behavioral therapy elements on self-regulation for children on the…
Descriptors: Relaxation Training, Physical Activities, Autism, Pervasive Developmental Disorders
Silveira-Zaldivar, Tracey; Özerk, Gül; Özerk, Kamil – International Electronic Journal of Elementary Education, 2021
Social development is one of the most critical developmental areas for human beings. Deficits in social skills may negatively impact several essential domains including academic achievement, interpersonal relationships, behavior, mental health, and adult life outcome. Individuals with autism present with core deficits in social skills. Without…
Descriptors: Interpersonal Competence, Skill Development, Autism, Pervasive Developmental Disorders
Tajik-Parvinchi, Diana J.; Farmus, Linda; Cribbie, Robert; Albaum, Carly; Weiss, Jonathan A. – Autism: The International Journal of Research and Practice, 2020
Difficulties with emotion regulation are common in children with autism. Although interventions targeting emotion regulation show promise, children's individual treatment responses vary, and it is important to understand the factors that contribute to treatment change. The present study aimed to identify pre-treatment child characteristics and…
Descriptors: Emotional Response, Self Control, Cognitive Restructuring, Behavior Modification
Maas, Christene – International Journal of Disability, Development and Education, 2021
As children with autism spectrum disorder become adults, social participation continues to be an area of need. Within creative arts, there is a growing body of literature about the use of theatre arts, improvisational theatre, and improvisational techniques as a way to address social participation for individuals with autism spectrum disorder. The…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Intervention
Lin, Hsiang-Yuan; Ni, Hsing-Chang; Tseng, Wen-Yih Isaac; Gau, Susan Shur-Fen – Autism: The International Journal of Research and Practice, 2020
While a considerable number of youth with autism spectrum disorder exhibit impaired self-regulation (dysregulation), little is known about the neural correlates of dysregulation in autism spectrum disorder. In a sample of intellectually able boys with autism spectrum disorder (further categorized as those with and without dysregulation) and…
Descriptors: Males, Autism, Pervasive Developmental Disorders, Self Control
Tse, Choi Yeung Andy; Lee, Hong Paul; Chan, Ka Shing Kevin; Edgar, Veronica Bordes; Wilkinson-Smith, Alison; Lai, Wing Him Elvis – Autism: The International Journal of Research and Practice, 2019
Sleep disturbance and executive dysfunction have been widely reported in children with autism spectrum disorder. While the positive impacts of physical activity on sleep quality and cognition are documented in children with typical development, similar studies in children with autism spectrum disorder are scarce. The objective of this study was to…
Descriptors: Sleep, Physical Activity Level, Executive Function, Autism
Kampmann, Jennifer; Bowne, Mary – Journal of School Counseling, 2020
This article introduces readers to a collaborative community of practice that implemented the Sanford Harmony curriculum, a curriculum that was implemented at a social skills camp for children who were "typical developing," as well as children on the autism spectrum. Even though a small number of families enrolled in the camp, several…
Descriptors: Communities of Practice, Curriculum Implementation, Interpersonal Competence, Autism