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Assessment of Executive Functions and Their Effects on Adaptive Behavior in Children with Autism Spectrum Disorders
Objectives: The aim of the current study is the evaluation of Global Executive Functions (GEF) and their components in children with ASD and to identify an EF profile for ASD cases in Lebanon. We also sought to examine their effects on adaptive behavior.
Methods: A total of 30 children aged 5 to 14 years old with ASD were matched by age and gender to 30 normal typically developing (TD) individuals. Teachers were asked to complete the Behavior Rating Inventory of Executive (BRIEF-T) scale assessing children’s Global Executive functions (GEF) and its different domains within everyday contexts. Adaptive behaviors were assessed by Vineland Adaptive Behavior Scales-Second Edition (Vineland-II). Statistical analysis was performed using SPSS version 22.0
Results: Statistically significant differences were found in GEF as well as all EF subdomains assessed in ASD group compared to their TD counterparts with lower performance by the ASD group. The mean VABS score was lower among ASD group compared to the TD group (Mean VABS among ASD 37.3 with a SD of 9 compared to 114.5 and a SD of 13.2 with a P-value ˂0.001) suggesting deficits in adaptive behaviors in ASD cases than their TD counterparts. Inhibition and emotional controls subdomains of the BRIEF-T were positively correlated with VABS suggesting their impact on the adaptive behavior of children with ASD.
Conclusions: ASD cases exhibited impairment in inhibition, flexibility, emotional control, initiation, working memory, organization of material, planning, and monitoring domains of EFs relative to their TD peers. Deficits in adaptive behaviors were also found in ASD individuals than TD children. Finally, deficits in inhibition and emotional controls were associated with decreased adaptive behavior of children with ASD. Considering the low EF profile found in ASD children in Lebanon, educational strategies should be suggested in order to improve their EFs and thus to improve their adaptive behaviors.
See more of: Cognition: Attention, Learning, Memory