Research output: Contribution to journal › Article › peer-review
Virginia Madeleine Carter Leno, Vasiliki Vitoratou, Rachel Grace Kent, Tony Charman, Susie Chandler, Catherine R. G. Jones, Francesca Gabrielle Elizabeth Happe, Gillian Baird, Andrew Pickles, Emily Simonoff
Original language | English |
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Pages (from-to) | 1152-1164 |
Journal | Autism |
Volume | 23 |
Issue number | 5 |
Early online date | 5 Oct 2018 |
DOIs | |
Accepted/In press | 13 Mar 2018 |
E-pub ahead of print | 5 Oct 2018 |
Published | 1 Jul 2019 |
Exploring the Neurocognitive Correlates_CARTER LENO_Accepted13March2018_GREEN AAM
Exploring_the_Neurocognitive_Correlates_LENO_CARTER_Accepted13March2018_GREEN_AAM.pdf, 464 KB, application/pdf
Uploaded date:25 Jun 2018
Version:Accepted author manuscript
Many young people with autism spectrum disorder display 'challenging behaviours', characterised by externalising behaviour and self-injurious behaviours. These behaviours can have a negative impact on a young person's well-being, family environment and educational achievement. However, the development of effective interventions requires greater knowledge of autism spectrum disorder-specific models of challenging behaviours. Autism spectrum disorder populations are found to demonstrate impairments in different cognitive domains, namely social domains, such as theory of mind and emotion recognition, but also non-social domains such as executive functioning and sensory or perceptual processing. Parent-rated self-injurious behaviour and externalising behaviours, and neurocognitive performance were assessed in a population-derived sample of 100 adolescents with autism spectrum disorder. Structural equation modelling was used to estimate associations between cognitive domains (theory of mind, emotion recognition, executive functioning and perceptual processing) and self-injurious behaviour and externalising behaviours. Poorer theory of mind was associated with increased self-injurious behaviour, whereas poorer perceptual processing was associated with increased externalising behaviours. These associations remained when controlling for language ability. This is the first analysis to examine how a wide range of neurocognitive domains relate to challenging behaviours and suggests specific domains that may be important targets in the development of interventions in adolescents with autism spectrum disorder.
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