Intelligence Profile and Executive Function Between Children with Typical Development and Children with High-Functioning Autism Spectrum Disorder
Faradila Azka(1*), Donny Hendrawan(2)
(1) Faculty of Psychology, Universitas Indonesia
(2) Faculty of Psychology, Universitas Indonesia
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Ackerman, D. J., & Friedman-Krauss, A. H. (2017). Preschoolers’ Executive Function: Importance, Contributors, Research Needs and Assessment Options. ETS Research Report Series, 2017(1), 1–24. https://doi.org/10.1002/ets2.12148
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). American Psychiatry Publishing.
Anderson, M. (2008). What can autism and dyslexia tell us about intelligence? Quarterly Journal of Experimental Psychology, 61(1), 116–128. https://doi.org/10.1080/17470210701508806
Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents’ educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539–560. https://doi.org/10.1207/s15326942dn2801_5
Auyeung, B., Baron-Cohen, S., Wheelwright, S., & Allison, C. (2008). The autism spectrum quotient: Children’s version (AQ-Child). Journal of Autism and Developmental Disorders, 38(7), 1230–1240. https://doi.org/10.1007/s10803-007-0504-z
Baum, K. T., Shear, P. K., Howe, S. R., & Bishop, S. L. (2015). A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder. Autism, 19(6), 736–745. https://doi.org/10.1177/1362361314554920
Becker, K. a. (2003). Stanford-Binet Intelligence Scales , Assessment Service Bulletin Number 1 History of the Stanford-Binet Intelligence Scales : Content and Psychometrics. Intelligence, 1, 14.
Beier, M. E., & Ackerman, P. L. (2005). Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: Promising results in a real-world learning environment. Psychology and Aging, 20(2), 341–355. https://doi.org/10.1037/0882-7974.20.2.341
Brooks-gunn, A. J., Duncan, G. J., & Brooks-gunn, J. (2008). The Effects of Children Poverty on Children. The Future of Children, 7(2), 55–71.
Coolican, J., Bryson, S. E., & Zwaigenbaum, L. (2008). Brief report: Data on the Stanford-Binet intelligence scales (5th ed.) in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38(1), 190–197. https://doi.org/10.1007/s10803-007-0368-2
Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202. https://doi.org/10.2147/NDT.S104620
Crespi, B. J. (2016). Autism as a disorder of high intelligence. Frontiers in Neuroscience, 10(JUN), 1–17. https://doi.org/10.3389/fnins.2016.00300
Crocker, L., & Algina, J. (2008). Introduction to Classical and Modern Test Theory. Cengage Learning. https://doi.org/10.1111/j.1432-1033.1975.tb02183.x
Dawson, M., Soulières, I., Gernsbacher, M. A., & Mottron, L. (2015). The level and nature of autistic intelligence. Journal of Abnormal Psychology, 18(1), 657–662. https://doi.org/10.1037/a0029984
Deary, I. J., & Johnson, W. (2010). Intelligence and education: Causal perceptions drive analytic processes and therefore conclusions. International Journal of Epidemiology, 39(5), 1362–1369. https://doi.org/10.1093/ije/dyq072
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Dijkhuis, R., de Sonneville, L., Ziermans, T., Staal, W., & Swaab, H. (2020). Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students. Journal of Autism and Developmental Disorders, 50(4), 1353–1363. https://doi.org/10.1007/s10803-019-04267-8
Dubow, E. F., Boxer, P., & Huesmann, L. R. (2009). Long-term effects of parents’ education on children’s educational and occupational success: Mediation by family interactions, child aggression, and teenage aspirations. Merrill-Palmer Quarterly, 55(3), 224–249. https://doi.org/10.1353/mpq.0.0030
Friedman, N. P., & Miyake, A. (2004). The Relations Among Inhibition and Interference Control Functions: A Latent-Variable Analysis. Journal of Experimental Psychology: General, 133(1), 101–135. https://doi.org/10.1037/0096-3445.133.1.101
Granader, Y., Wallace, G. L., Hardy, K. K., Yerys, B. E., Lawson, R. A., Rosenthal, M., Wills, M. C., Dixon, E., Pandey, J., Penna, R., Schultz, R. T., & Kenworthy, L. (2014). Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility. Journal of Autism and Developmental Disorders, 44(12), 3056–3062. https://doi.org/10.1007/s10803-014-2169-8
Gravetter, F. J., & Forzano, L. A. (2012). Research Methods for the Behavioral Sciences (4th ed.). Wadsworth Cengage Learning.
Hackman, D. A., Farah, M. J., & Meaney, M. J. (2010). 5. How does the brain change after birth? Socioeconomic status and the brain: Mechanistic insights from human and animal research. Neuroscience, 11(September), 651–659. http://dx.doi.org/10.1038/nrn2897
Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. https://doi.org/10.1007/s10803-005-0039-0
Harris, S. L., Handleman, J. S., & Burton, J. L. (1991). The Stanford Binet Profiles of Young Children with Autism. Special Services in the Schools, 6(1–2), 135–143. https://doi.org/10.1300/J008v06n01_08
Hendrawan, D., Fauzani, F., Carolina C., Fatimah, H. N., Wijaya, P.F, Kurniawati, F. (2015). The Construction Of Excecutive Function Instruments For Early Child Ages In Indonesia: A Pilot Study. “ Promoting Children’s Health Development and Well -Being: Integrating Cultural Diversity”. International Conference On Child and Adolescent Mental Health., 17–28.
Joseph, R. M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social-communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43(6), 807–821. https://doi.org/10.1111/1469-7610.00092
Kanne, S. M., & Huber, D. H. (2011). Stanford–Binet Intelligence Scales and Revised Versions. Encyclopedia of Clinical Neuropsychology, 2373–2378. doi:10.1007/978-0-387-79948-3_1596
Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18(4), 320–338. https://doi.org/10.1007/s11065-008-9077-7
Kerlinger, Fred N. & Howard B. Lee. 2000. Foundations of Behavioral Research. 4th Edition. Florida: Harcourt Inc.
Merchán-Naranjo, J., Boada, L., del Rey-Mejías, Á., Mayoral, M., Llorente, C., Arango, C., & Parellada, M. (2016). Executive function is affected in autism spectrum disorder, but does not correlate with intelligence. Revista de Psiquiatría y Salud Mental (English Edition), 9(1), 39–50. https://doi.org/10.1016/j.rpsmen.2016.01.001
Miller, M., Chukoskie, L., Zinni, M., Townsend, J., & Trauner, D. (2014). Dyspraxia, motor function and visual-motor integration in autism. Behavioural Brain Research, 269, 95–102. https://doi.org/10.1016/j.bbr.2014.04.011
Narzisi, A., Muratori, F., Calderoni, S., Fabbro, F., & Urgesi, C. (2013). Neuropsychological profile in high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(8), 1895–1909. https://doi.org/10.1007/s10803-012-1736-0
Ozonoff, S., & Jensen, J. (1999). Specific executive function profiles in three neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 29(2), 171–177. https://doi.org/10.1023/A:1023052913110
Pellicano, E. (2013). Testing the predictive power of cognitive atypicalities in autistic children: Evidence from a 3-year follow-up study. Autism Research, 6(4), 258–267. https://doi.org/10.1002/aur.1286
Plomin, R., & Spinath, F. M. (2004). Intelligence: Genetics, Genes, and Genomics. Journal of Personality and Social Psychology, 86(1), 112–129. https://doi.org/10.1037/0022-3514.86.1.112
Qian, N., & Lipkin, R. M. (2011). A Learning-Style Theory for Understanding Autistic Behaviors. Frontiers in Human Neuroscience, 5(August), 1–17. https://doi.org/10.3389/fnhum.2011.00077
Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with Autism Spectrum Disorders. Brain and Cognition, 71(3), 362–368. https://doi.org/10.1016/j.bandc.2009.06.007
Rommelse, N., Langerak, I., Van Der Meer, J., De Bruijn, Y., Staal, W., Oerlemans, A., & Buitelaar, J. (2015). Intelligence may moderate the cognitive profile of patients with ASD. PLoS ONE, 10(10), 1–17. https://doi.org/10.1371/journal.pone.0138698
Sattler, J. M. (1965). Analysis of Functions of the 1960 Stanford-Binet Intelligence Scale, Form L-M. Journal of Clinical Psychology, 21(2), 173–179. https://doi.org/10.1002/1097-4679(196504)21:2<173::aid-jclp2270210211>3.0.co;2-f
Scheuffgen, K., Happé, F., Anderson, M., & Frith, U. (2000). High “intelligence,” low “IQ”? Speed of processing and measured IQ in children with autism. Development and Psychopathology, 12(1), 83–90. https://doi.org/10.1017/S095457940000105X
Schmitt, L. M., White, S. P., Cook, E. H., Sweeney, J. A., & Mosconi, M. W. (2018). Cognitive mechanisms of inhibitory control deficits in autism spectrum disorder. Journal of Child Psychology and Psychiatry and Allied Disciplines, 59(5), 586–595. https://doi.org/10.1111/jcpp.12837
Sektnan, M., McClelland, M. M., Acock, A., & Morrison, F. J. (2010). Relations between early family risk, children’s behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464–479. https://doi.org/10.1016/j.ecresq.2010.02.005
Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: Evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6(APR), 1–14. https://doi.org/10.3389/fpsyg.2015.00525
Van Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390–1401. https://doi.org/10.1016/j.rasd.2011.01.025
Wallace, G. L., Kenworthy, L., Pugliese, C. E., Popal, H. S., White, E. I., Brodsky, E., & Martin, A. (2016). Real-World Executive Functions in Adults with Autism Spectrum Disorder: Profiles of Impairment and Associations with Adaptive Functioning and Co-morbid Anxiety and Depression. Journal of Autism and Developmental Disorders, 46(3), 1071–1083. https://doi.org/10.1007/s10803-015-2655-7
Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44(4), 551–560.
Wulan, R. (1995). Evaluasi Penggunaan Tes Binet. Buletin Psikologi, 3(2), 49–57. https://doi.org/10.22146/bpsi.13401
Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M. S., Saxena, S., Yusuf, A., Shih, A., & Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research, 15( 5), 778– 790. https://doi.org/10.1002/aur.2696
DOI: https://doi.org/10.22146/jpsi.73068
Article Metrics
Abstract views : 2225 | views : 2606Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Jurnal Psikologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Recent Issues
Vol 51 Issue 1 (2024) Page 219-332 | Vol 50 Issue 3 (2023) Page 219-332 | Vol 51 Issue 1 (2023) Page 125-218 | Vol 51 Issue 1 (2023) Page 1-124 |
Published by Faculty of Psychology, Universitas Gadjah Mada, Indonesia Building D-6th, Floor No. D-606. Jl. Sosio Humaniora No. 1, Bulaksumur Yogyakarta, 55281 Email: jurnalpsikologi@ugm.ac.id Phone/whatsApp: +6281125210175 |