Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys with Autism Spectrum Disorder

Autor/inn/en	Berard, Nathalie; Loutzenhiser, Lynn; Sevigny, Phillip R.; Alfano, Dennis P.
Titel	Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys with Autism Spectrum Disorder
Quelle	In: Canadian Journal of School Psychology, 32 (2017) 3-4, S.265-281 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573517707907
Schlagwörter	Autism; Pervasive Developmental Disorders; Emotional Development; Social Development; Interpersonal Competence; Males; Children; Early Adolescents; Executive Function; Parent Attitudes; Predictor Variables; Intervention; Hypothesis Testing; Correlation; Asperger Syndrome; Affective Behavior; Empathy; Nonverbal Communication; Pragmatics; Tests; Problem Solving; Neuropsychology; Adjustment (to Environment); Behavior Rating Scales; Decision Making; Statistical Analysis; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Gefühlsbildung; Soziale Entwicklung; Interpersonale Kompetenz; Male; Männliches Geschlecht; Child; Kind; Kinder; Elternverhalten; Prädiktor; Hypothesenprüfung; Hypothesentest; Korrelation; Asperger-Syndrom; Affective disturbance; Active behaviour; Affektive Störung; Empathie; Non-verbal communication; Nonverbale Kommunikation; Pragmalinguistik; Examination; Prüfung; Examen; Problemlösen; Neuropsychologie; Decision-making; Entscheidungsfindung; Statistische Analyse
Abstract	Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors that contribute to the heterogeneity of social abilities in ASD. A modified version of McKown and colleagues' social competence model was used to examine social competence in 49 8- to 13-year-old boys with ASD without cognitive disability. The relations between executive function (EF), social emotional learning (SEL), and parent reports of child social competence were examined. Results showed that EF but not SEL predicted parent-reported child social competence. Although many interventions target SEL skills, these findings support specifically targeting EF in both assessment and interventions of school-aged children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01