ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functions
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Otros documentos de la autoría: Roselló Miranda, Belén; Berenguer Forner, Carmen; Baixauli Fortea, Inmaculada; Colomer, Carla; Miranda Casas, Ana
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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INVESTIGACIONMetadatos
Título
ADHD symptoms and learning behaviors in children with ASD without intellectual disability. A mediation analysis of executive functionsAutoría
Fecha de publicación
2018Editor
Public Library of ScienceISSN
1932-6203Cita bibliográfica
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.0207286Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0207286Versión
info:eu-repo/semantics/publishedVersionResumen
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. [-]
Publicado en
PLoS ONE 13(11): e0207286Proyecto de investigación
PSI2016-78109 ; PREDOC15-265889Derechos de acceso
info:eu-repo/semantics/openAccess
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