Faculty-Student Collaboration

1

Faculty Sponsor(s)

Beverly J. Wilson, Ph.D.

Presentation Type

Event

Project Type

Completed quantitative research study

Primary Department

Clinical Psychology

Description

There is a robust literature on the positive benefits of executive functions (EFs) on academic and social-emotional development in neurotypical Western preschool- and school-aged children. However, there is mixed evidence regarding EF dysfunction in autism and very few studies have investigated EF skills in East Asian autistic children. The purpose of this study was to compare whether preschool-aged, autistic children (n = 21) and neurotypical peers (n=28) in mainland China differed on iPad-delivered measures of EF. Neurotypical children outperformed autistic children on all EF tasks. This study provides preliminary evidence for EF difficulty in Chinese autistic preschoolers compared to neurotypical peers.

Comments

This poster was also presented at The International Society for Autism Research, Seattle, WA, June 2020

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Additional Rights Information

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May 27th, 10:30 AM

A pilot study on executive functioning in mainland Chinese autistic preschoolers

There is a robust literature on the positive benefits of executive functions (EFs) on academic and social-emotional development in neurotypical Western preschool- and school-aged children. However, there is mixed evidence regarding EF dysfunction in autism and very few studies have investigated EF skills in East Asian autistic children. The purpose of this study was to compare whether preschool-aged, autistic children (n = 21) and neurotypical peers (n=28) in mainland China differed on iPad-delivered measures of EF. Neurotypical children outperformed autistic children on all EF tasks. This study provides preliminary evidence for EF difficulty in Chinese autistic preschoolers compared to neurotypical peers.

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