Emily Gardiner

Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder

Individuals with autism spectrum disorder (ASD) demonstrate challenges with executive function (EF), adaptive behavior, and mental health, all of which place long‐term wellbeing at risk. In the current study we examined the relation between parent‐rated EF and adaptive functioning and internalizing symptoms (anxiety, depression), as we expected that identifying the specific EF domains most closely related to these indices of functioning would illuminate opportunities for targeted intervention. Participants included 59 children and adolescents with ASD (M = 10.1 years) and 67 who were typically developing (TD) (M = 9.4 years) matched on age, IQ, mental age, and maternal education. Caregivers completed the Behavior Rating Inventory of EF (BRIEF) and Behavior Assessment System for Children, Second Edition (BASC‐2). Parents rated children with ASD as demonstrating significantly more challenges across most of the examined BRIEF and BASC‐2 indices and scales, with the exception of organization of materials (BRIEF) and anxiety (BASC‐2). For both groups, metacognitive EF processes emerged as strongly associated with practical, conceptual, and social skills, though different BRIEF scales emerged as significant across the component subdomains. In terms of the relation with mental health, BRIEF index scores were unrelated to anxiety for both groups. Behavior regulation, however, was significantly associated with depression symptoms for children with and without ASD. The findings highlight the possibility that targeting particular EF domains among individuals with and without ASD may not only have direct benefit for behavior regulation and metacognitive abilities, but may also extend to other areas of life, including adaptive behavior and concomitant internalizing symptomatology. Autism Res 2018, 11: 284–295.

Assessment of executive function in young children with and without ASD using parent ratings and computerized tasks of executive function

Abstract Objective: The current study investigated executive function (EF) in young children with and without autism spectrum disorder (ASD) using multiple methods of assessment. Method: Young children (M = 63.2 months) with and without ASD, matched on age, IQ, and maternal education, were assessed on computerized measures of working memory, inhibition, flexibility, and planning. Parents completed a behavior rating scale assessing children’s EF within everyday contexts. Results: There were no significant group differences on working memory, inhibition, flexibility, or planning. The mean difference on one aspect of the planning task (number of correct trials), however, approached significance and showed a medium to large effect size. There was also a significant difference between groups on the EF behavior rating scale, indicating that participants with ASD demonstrated greater executive dysfunction, as indexed by parent report. Conclusions: The results suggest that in young children with ASD, EF difficulties may only become apparent when situational demands require coordinating multiple abilities, as assessed with scales indexing children’s abilities to manage their day-to-day EF-related behavior. We suggest that multiple methods are needed to achieve a comprehensive and valid EF assessment in young children with ASD.

Researching Quality of Life Among Families of Children With Autism Spectrum Disorder: An Application of Mixed Methods

This research methods case describes my dissertation research, which utilized a mixed-methods design to examine quality of life among families of children with autism spectrum disorder. A large group or participants completed surveys over the phone and online, and a smaller subset participated in follow-up interviews. The case presents an overview of the methodological challenges we confronted, including consideration of how best to engage diverse participants and choosing appropriate survey tools, given the unique needs of our population. We describe the strategies we employed to address these challenges and reflect on their effectiveness. In particular, we highlight a unique approach in which we hosted Knowledge Translation events that brought together individuals with autism spectrum disorder and their families with researchers, service providers, clinicians, and government representatives. These events proved critical across the research process, as they informed the original study design, served as a venue for participant recruitment, and inspired the inclusion of key questions within the interview guide. We also discuss methods of engaging hardto-reach populations. The methodological implications of the study design and methodology are reviewed, and recommendations to future researchers are presented.

Integrative Care for Adolescents With Dual Diagnosis: Considering Trauma and Attachment Within an Innovative Model for Clinical Practice

ABSTRACT Adolescents with intellectual disability are at significant risk for developing concomitant mental health and behavior problems. Youth who experience “dual diagnosis” face great challenges, and require interventions that will promote their autonomy, self-determination, and adaptive functioning. In this article, we devote attention to innovative components that have received less focus, but that we suggest have great relevance for this population, namely those related to attachment and trauma. We review research examining attachment- and trauma-informed care, and highlight practical approaches for which evidence is emerging. We suggest that a comprehensive treatment model must integrate well-validated and innovative treatment approaches, in order to address the complex clinical concerns of this population.