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.
Copyright Status
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Additional Rights Information
Copyright held by author(s).
Included in
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.
Rights Statement
Comments
This poster was also presented at The International Society for Autism Research, Seattle, WA, June 2020