Executive function performance and ecological teacher ratings: High-functioning autism and language learning disability profiles and impact on academic achievement.

摘要

The goal of this study was to examine executive functioning in students with high-functioning autism spectrum disorders (ASD) and language learning disabilities (LLD). Executive function was operationally defined using clinical performance and teacher informant instruments. The second goal was to examine ecological validity through correlation and regression analyses. The total sample consisted of 65 students all receiving special education services with speech and language therapy in grades 3 through 8 within south-central Pennsylvania. The LLD group had both receptive and expressive language disorders. The ASD group had either regular or special education classroom placements. Students were administered computerized versions of the Category Test and Wisconsin Card Sorting Test-Computer Version 4 and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF). The Reynolds Intelligence Assessment Scales (RIAS) and the criterion-based Pennsylvania State System of Assessment were also administered. The results indicated that mean nonverbal index scores were comparable and within the average range for both diagnostic groups, while mean verbal index scores were higher for the ASD group. Everyday behaviors of mental flexibility (BRIEF Shift subscale) and emotional regulation (BRIEF Emotional Control subscale) were significantly (p = .001 and p = .004, respectively) weaker for the ASD group even after the variance from verbal IQ was removed. Although Category Test response time was comparable between the two groups, an unexpected advantage was obtained for the ASD group on the Category Test (Total error score) ( p = .035). The WCST Perseverative responses and Categories achieved subscales did not differ between the two groups. Moderate correlations ( r ranged from .42 to -.50) were obtained between the performance instruments and the BRIEF in the older group (11 to 14 years of age) of students with ASD and LLD. The Category Test significantly (p = .004) predicted math scores over and above verbal IQ, while none of the executive instruments predicted reading. Results support the use of everyday indications of executive functioning for treatment planning while the Category Test appears to offer a viable indication of procedural attributes of mathematical performance in students with language-based disorders.