Testing the predictive power of cognitive atypicalities in autistic children: Evidence from a 3-year follow-up study

Autism Research

Volumn 6, Issue 4, 2013, Pages 258-267

  Pellicano, Elizabeth ^a,b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF WESTERN AUSTRALIA   (Australia)

Author keywords

Central coherence; Executive function; Outcome; Predictive; Theory of mind

Indexed keywords

APTITUDE; ARTICLE; AUTISM; CHILD; CLINICAL ARTICLE; COGNITION; COMPULSION; EXECUTIVE FUNCTION; FEMALE; FOLLOW UP; HUMAN; INTERPERSONAL COMMUNICATION; MALE; MANAGER; PEDIATRICS; PREDICTIVE VALUE; PRESCHOOL CHILD; PRIORITY JOURNAL; SCHOOL CHILD; SKILL; THEORY OF MIND;

CENTRAL COHERENCE; EXECUTIVE FUNCTION; OUTCOME; PREDICTIVE; THEORY OF MIND;

AUTISTIC DISORDER; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION DISORDERS; EXECUTIVE FUNCTION; FEMALE; FOLLOW-UP STUDIES; HUMANS; INDIVIDUALITY; MALE; NEUROPSYCHOLOGICAL TESTS; PREDICTIVE VALUE OF TESTS; TASK PERFORMANCE AND ANALYSIS; THEORY OF MIND;

EID: 84882766030     PISSN: 19393792     EISSN: 19393806     Source Type: Journal    
DOI: 10.1002/aur.1286     Document Type: Article

References (67)

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders, 4th ed. Washington DC: American Psychiatric Association.
2. Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37-46.
3. Berger, H.J., Aerts, F.H., van Spaendonck, K.P., Cools, A.R., & Teunisse, J.-P. (2003). Central coherence and cognitive shifting in relation to social improvement in high-functioning young adults with autism. Journal of Clinical & Experimental Neuropsychology, 25, 502-511.
4. Bishop, D.V.M. (1993). Annotation: autism, executive functions and theory of mind: A neuropsychological perspective. Journal of Child Psychology and Psychiatry, 34, 279-293.
5. Bloom, P., & German, T. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, B25-B31.
6. Brown-Schmidt, S. (2009). The role of executive function in perspective taking during online language comprehension. Psychonomic Bulleting & Review, 16, 893-900.
7. Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2, 325-344.
8. Carlson, S.M., Mandell, D.J., & Williams, K. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105-1122.
9. Charman, T., Jones, C.R.G., Pickles, A., Simonoff, E., Baird, G., & Happé, F. (2011). Defining the cognitive phenotype of autism. Brain Research, 1380, 10-21.
10. Charman, T., Taylor, E., Drew, A., Cockerill, H., Brown, J.A., & Baird, G. (2005). Outcome at 7 years of children diagnosed with autism at age 2: Predictive validity of assessments conducted at 2 and 3 years of age and pattern of symptom change over time. Journal of Child Psychology and Psychiatry, 46, 500-513.
11. Coates, S.W. (1972). Manual for the preschool embedded figures test. Palo Alto, CA: Consulting Psychologists Press, Inc.
12. Damasio, A.R., & Maurer, R.G. (1978). A neurological model for childhood autism. Archives of Neurology, 35, 777-786.
13. Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.
14. Dunn, L.M., & Dunn, L.M. (1997). Peabody picture vocabulary test-third edition. Circle Pines, MN: American Guidance Service.
15. Eaves, L.C., & Ho, H.H. (2004). The very early identification of autism: outcome to age 4 1/2-5. Journal of Autism and Developmental Disorders, 34, 367-378.
16. Elliott, C.D. (1990). Differential ability scales. New York: Psychological Corporation.
17. Fombonne, E., Siddons, F., Archard, S., Frith, U., & Happé, F. (1994). Adaptive behavior and theory of mind in autism. European Child and Adolescent Psychiatry, 3, 176-186.
18. Frith, U., & Frith, C. (2010). The social brain: Allowing humans to boldly go where no other species has been. Philosophical Transactions of the Royal Society of London, Series B, 365, 165-176.
19. Frith, U., Morton, J., & Leslie, A.M. (1991). The cognitive basis of a biological disorder: autism. Trends in Neurosciences, 14, 433-438.
20. Glasson, E.J., MacDermott, S., Dixon, G., Cook, H., Chauvel, P., etal. (2008). Management of assessments and diagnoses for children with autism spectrum disorders: the Western Australian model. Medical Journal of Australia, 188, 288-291.
21. Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 593-705.
22. Gotham, K., Risi, S., Pickles, A., & Lord, C. (2007). The autism diagnostic observation schedule: revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders., 37, 613-627.
23. Griffith, E.M., Pennington, B.F., Wehner, E.A., & Rogers, S.J. (1999). Executive functions in young children with autism. Child Development, 70, 817-832.
24. Hammill, D.D., Pearson, N.A., & Voress, J.K. (1993). Developmental test of visual perception. Austin, TX: Pro-Ed.
25. Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5-25.
26. Happé, F., & Ronald, A. (2008). "Fractionable autism triad": a review of evidence from behavioral, genetic, cognitive and neural research. Neuropsychology Review, 18, 287-304.
27. Happé, F., Ronald, A., & Plomin, R. (2006). Time to give up on a single explanation for autism. Nature Neuroscience, 9, 1218-1220.
28. Harris, P.L., & Leevers, H.J. (2000). Pretending, imagery, and self-awareness in autism. In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience, 2nd ed. (pp. 182-202). London: Oxford University Press.
29. Hughes, C. (1996). Control of action and thought: normal development and dysfunction in autism: A research note. Journal of Child Psychology and Psychiatry, 37, 229-236.
30. Hughes, C. (1998). Finding your marbles: Does preschoolers' strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
31. Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13, 590-619.
32. Jarrold, C., Boucher, J., & Smith, P.K. (1996). Executive function deficits and the pretend play of children with autism: A research note. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35, 1473-1482.
33. Joseph, R.M., & Tager-Flusberg, H. (2004). The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16, 137-155.
34. Karmiloff-Smith, A. (2009). Nativism versus neuroconstructivism: Rethinking the study of developmental disorders. Developmental Psychology, 45, 56-63.
35. Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, 809-816.
36. Lopez, B.R., Lincoln, A.J., Ozonoff, S., & Lai, Z. (2005). Examining the relationship between executive functions and the restricted, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders, 35, 245-260.
37. Lord, C., Risi, S., DiLavore, P., Shulman, C., Thurm, A., & Pickles, A. (2006). Autism from two to nine. Archives of General Psychiatry, 63, 694-701.
38. Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised. Journal of Autism and Developmental Disorders, 24, 659-685.
39. Lord, C., Rutter, M., DiLavore, P.C., & Risi, S. (1999). ADOS. Autism diagnostic observation schedule. Manual. Los Angeles: WPS.
40. Luria, A.R. (1966). Higher cortical functions in man. New York: Basic Books.
41. McEvoy, R.E., Rogers, S.J., & Pennington, B.F. (1993). Executive function and social communication deficits in young autistic children. Journal of Child Psychology and Psychiatry, 34, 563-578.
42. Moses, L.J. (2001). Executive accounts of theory of mind development. Child Development, 3, 688-690.
43. Mundy, P. (2003). Annotation: The neural basis of social impairments in autism: the role of the dorsal medial-frontal cortex and anterior cingulate system. Journal of Child Psychology and Psychiatry, 44, 793-809.
44. Pellicano, E. (2010a). The development of core cognitive skills in autism: a 3-year prospective study. Child Development, 81, 1400-1416.
45. Pellicano, E. (2010b). Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism. Developmental Psychology, 46, 530-544.
46. Pellicano, E. (2012a). Do autistic symptoms persist across time? Evidence of substantial change in symptomatology over a 3-year period in cognitively able children with autism. American Journal on Intellectual and Developmental Disabilities, 117, 156-166.
47. Pellicano, E. (2012b). The development of executive function in autism. Autism Research and Treatment. Special issue: Autism: Cognitive Control across the Lifespan, vol. 2012, Article ID 146132. doi:10.1155/2012/146132.
48. Pellicano, E., Maybery, M., Durkin, K., & Maley, A. (2006). Multiple cognitive capabilities/deficits in children with an autism spectrum disorder: "Weak" central coherence and its relationship to theory of mind and executive control. Development and Psychopathology, 18, 77-98.
49. Perner, J., Leekam, S.R., & Wimmer, H. (1987). Three-year-olds' difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
50. Riggs, N.R., Jahromi, L.B., Razza, R.P., Dillworth-Bart, J.E., & Mueller, U. (2006). Executive function and the promotion of social-emotional competence. Journal of Applied Developmental Psychology, 27, 300-309.
51. Roid, G.H., & Miller, L.J. (1997). Leiter international performance scale-revised. Wood Dale, IL: Stoelting.
52. Russell, J. (1997). How executive disorders can bring about an inadequate "theory of mind." In J. Russell (Ed.), Autism as an executive disorder (pp. 215-255). Oxford: Oxford University Press.
53. Rutherford, M., & Rogers, S.J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289-302.
54. Shah, A., & Frith, U. (1983). An islet of ability in autistic children: a research note. Journal of Child Psychology and Psychiatry, 24, 613-620.
55. Shallice, T. (1982). Specific impairments in planning. Philosophical Transactions of the Royal Society of London B, 298, 199-209.
56. Sinclair, J. (1999). Why I dislike "person first" language. Available at: http://www.cafemom.com/journals/read/436505/ (accessed 19th January 2012).
57. South, M., Ozonoff, S., & McMahon, W.M. (2007). The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum. Autism, 11, 441-455.
58. Szatmari, P., Bartolucci, G., Bremner, R., Bond, S., & Rich, S. (1989). A follow-up study of high-functioning autistic children. Journal of Autism and Developmental Disorders, 19, 213-225.
59. Tager-Flusberg, H. (2001). A re-examination of the theory of mind hypothesis of autism. In J.A. Burack, T. Charman, N. Yirmiya, & P.R. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 173-193). Mahwah, NJ: Erlbaum.
60. Tager-Flusberg, H. (2003). Exploring the relationships between theory of mind and social-communicative functioning in children with autism. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 197-212). London: Psychology Press.
61. Travis, L., Sigman, M., & Ruskin, E. (2001). Links between social understanding and social behavior in verbal able children with autism. Journal of Autism and Developmental Disorders, 31, 119-130.
62. Turner, L.M., Stone, W.L., Pozdol, S.L., & Coonrod, E.E. (2006). Follow-up of children with autism spectrum disorders from age 2 to age 9. Autism, 10, 257-279.
63. Turner, M.A. (1996). Repetitive behavior and cognitive functioning in autism. Unpublished PhD thesis, University of Cambridge.
64. Turner, M.A. (1997). Towards an executive dysfunction account of repetitive behavior in autism. In J. Russell (Ed.), Autism as an executive disorder (pp. 57-100). Oxford: Oxford University Press.
65. Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. New York: Psychological Corporation.
66. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.
67. Witkin, H.A., Oltman, P.K., Raskin, E., & Karp, S. (1971). A manual for the Embedded Figures Test. Palo Alto, CA: Consulting Psychologists Press.