Executive dysfunction and its relation to language ability in verbal school-age children with autism
Executive dysfunction and its relation to language ability in verbal school-age children with autism
复制标题
DOI：
10.1207/s15326942dn2703_4
复制
发表时间：
2005-01-01
影响因子：
1.5
通讯作者：
Tager-Flusberg, H
中科院分区：
文献类型：
--
作者：
Joseph, RM;McGrath, LM;Tager-Flusberg, H
本研究探讨了言语学龄期自闭症儿童的执行功能障碍及其与语言能力的关系。参与者是37名自闭症儿童和31名非自闭症儿童，他们在年龄、语言和非语言智商上都是一致的，但在语言能力上却不一致，而语言能力在自闭症组中较低。与对照组相比，自闭症儿童在执行功能的所有3个领域都表现出缺陷，包括工作记忆（Block Span Backward; Isaacs & varga - khadem, 1989）、工作记忆和抑制控制（NEPSY Knock-Tap; Korkman, Kirk, & Kemp, 1998）和规划（NEPSY Tower； Korkman等，1998）。自闭症儿童在语言技能方面不如对照组发达，但相关分析显示，自闭症儿童的语言能力和执行能力之间没有具体的联系。相比之下，对照组的执行绩效与语言能力呈正相关。这一发现模式表明，自闭症患者的执行功能障碍本身与语言障碍没有直接关系，而是涉及到执行能力的失败，无法使用语言进行自我调节。
This study examined executive dysfunction and its relation to language ability in verbal school-age children with autism. Participants were 37 children with autism and 31 nonautistic comparison participants who were matched on age and on verbal and nonverbal IQ but not on language ability, which was lower in the autism group. Children with autism exhibited deficits compared to the comparison group across all 3 domains of executive function that were assessed including working memory (Block Span Backward; Isaacs & Vargha-Khadem, 1989), working memory and inhibitory control (NEPSY Knock-Tap; Korkman, Kirk, & Kemp, 1998), and planning (NEPSY Tower; Korkman et al., 1998). Children with autism were less developed than the comparison group in their language skills, but correlational analyses revealed no specific association between language ability and executive performance in the autism group. In contrast, executive performance was positively correlated with language ability in the comparison group. This pattern of findings suggest that executive dysfunction in autism is not directly related to language impairment per se but rather involves an executive failure to use of language for self-regulation.