ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions
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Altres documents de l'autoria: Roselló Miranda, Belén; Berenguer Forner, Carmen; Baixauli Fortea, Inmaculada; Colomer, Carla; Miranda Casas, Ana
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ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functionsAutoria
Data de publicació
2018Editor
Public Library of ScienceISSN
1932-6203Cita bibliogràfica
Rosello B, Berenguer C, Baixauli I, Colomer C, Miranda A (2018) ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions. PLoS ONE 13(11): e0207286. https://doi.org/10.1371/journal. pone.0207286Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0207286Versió
info:eu-repo/semantics/publishedVersionResum
In spite of its importance for education, the relationship between learning behaviors (LB),
attention deficit hyperactivity disorder symptoms (ADHD) and executive functioning (EF) in
children with autism spectrum ... [+]
In spite of its importance for education, the relationship between learning behaviors (LB),
attention deficit hyperactivity disorder symptoms (ADHD) and executive functioning (EF) in
children with autism spectrum disorder (ASD) has hardly been explored. The first objective
of the present study was to compare children with ASD without intellectual disability and children with typical development (TD) on ADHD symptoms and learning behaviors: Motivation/
competence, attitude toward learning, persistence on the task, and strategy/flexibility. The
second objective was to analyze the mediator role of behavioral regulation and metacognition components of EF between ADHD symptoms and learning behaviors in children with
ASD. Participants were 89 children between 7 and 11 years old, 52 with ASD and 37 with
TD, matched on age and intelligence. Their teachers filled out questionnaires assessing
executive functioning as well as learning behaviors. Parents and teachers reported on inattention and hyperactivity/impulsivity behaviors. Compared to children with TD, children with
ASD presented significantly more ADHD symptoms and poorer learning behaviors. In addition, there were significant mediation effects of the behavioral regulation index (BRI) and
metacognition index (MI) of EF, indicating that both are part of the route through which
ADHD symptoms impact to learning behaviors of children with ASD. [-]
Publicat a
PLoS ONE 13(11): e0207286Proyecto de investigación
PSI2016-78109 ; PREDOC15-265889Drets d'accés
info:eu-repo/semantics/openAccess
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Except where otherwise noted, this item's license is described as © 2018 Rosello et al. This is an open
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