![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Numerous research groups have consistently called for increased rigor within the evaluation of social programming to better understand pivotal factors to treatment outcomes. The underwhelming data on the essential features of social competence programs for students with behavior challenges may, in part, be attributed to the manner by which available measures are accessed within applied research. The growing literature highlighting the bidirectionality of executive functioning (EF) and social competence supports a comprehensive evaluation of EF within intervention outcomes. Existing data from a suite of four informant and performance measures frequented within EF literature were evaluated as a case example of the contribution of EF in relation to the impact of the Social Competence Intervention for Adolescents (SCI-A) curriculum on social competence. Analyses explored a more “child-world” approach to EF assessment within a context of general social competence gains. Key findings highlight students’ improvements in broad, informant-based measures of executive function and in performance-based tasks designed to assess specific EF processes. Furthermore, these measures provide unique sources of information. Implications for the use of multisource executive function assessments within social competence interventions are discussed.
Keywords autism spectrum disorder, social skills, interventions, assessment
References
Section:
|
American Psychiatric Association . (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Google Scholar | Crossref | |
|
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8, 71–82. doi:10.1076/chin.8.2.71.8724 Google Scholar | Crossref | Medline | ISI | |
|
Anderson, S. W., Bechara, A., Damasio, H., Tranel, D., Damasio, A. R. (1999). Impairment of social and moral behavior related to early damage in human prefrontal cortex. Nature Neuroscience, 2, 1032–1037. doi:10.1038/12194 Google Scholar | Crossref | Medline | ISI | |
|
Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283–298. doi:10.1023/A:1016378718278 Google Scholar | Crossref | Medline | ISI | |
|
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821–843. doi:10.1017/S0954579408000394 Google Scholar | Crossref | Medline | ISI | |
|
Buck, K. K., Atkinson, T. M., Ryan, J. P. (2008). Evidence of practice effects in variants of the Trail Making Test during serial assessment. Journal of Clinical and Experimental Neuropsychology, 30, 312–318. Google Scholar | Crossref | Medline | ISI | |
|
Carlson, S. M., Mandell, D. J., Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105–1122. doi:10.1037/0012-1649.40.6.1105 Google Scholar | Crossref | Medline | ISI | |
|
Chorpita, B. F., Daleiden, E. L., Ebesutani, C., Young, J., Becker, K. D., Nakamura, B. J., Starace, N. (2011). Evidence-based treatments for children and adolescents: An updated review of indicators of efficacy and effectiveness. Clinical Psychology: Science and Practice, 18, 154–172. doi:10.1111/j.1468-2850.2011.01247.x Google Scholar | Crossref | ISI | |
|
Christ, S. E., Stichter, J. P., Bodner, K., Moffitt, A., Herzog, M. J. (2015). Executive function improvements associated with participation in social skills intervention. Manuscript submitted for publication. Google Scholar | |
|
Conners, C. K. (2000). Conners’ Continuous Performance Test user’s manual. Toronto, Ontario, Canada: Multi-Health Systems. Google Scholar | |
|
Constantino, J. N., Davis, S., Todd, R. D., Schindler, M., Gross, S. L., Brophy, S., . . . Reich, W. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the Social Responsiveness Scale with the Autism Diagnostic Interview-Revised. Journal of Autism and Developmental Disorders, 33, 427–433. doi:10.1023/A:1025014929212 Google Scholar | Crossref | Medline | ISI | |
|
Constantino, J. N., Gruber, C. P. (2005). Social Responsive Scale (SRS): Manual. Los Angeles, CA: Western Psychological Services. Google Scholar | |
|
Cook, B. G., Tankersley, M., Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75, 365–383. Google Scholar | SAGE Journals | ISI | |
|
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166, 210–222. doi:10.1016/j.psychres.2008.02.005 Google Scholar | Crossref | Medline | ISI | |
|
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775–803. doi:10.1017/S0954579408000370 Google Scholar | Crossref | Medline | ISI | |
|
Delis, D. C., Kaplan, E., Kramer, J. H. (2001). Delis-Kaplan Executive Function System (DKEFS). San Antonio, TX: The Psychological Corporation. Google Scholar | |
|
Denham, S. A. (2001). Dealing with feelings: Foundations and consequences of young children’s emotional competence. Early Education and Development, 12, 5–10. doi:10.1207/s15566935eed1201_1 Google Scholar | Crossref | |
|
Eyberg, S. M., Nelson, M. M., Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 37, 215–237. doi:10.1080/15374410701820117 Google Scholar | Crossref | Medline | ISI | |
|
Fishbein, M., Triandis, H. C., Kanfer, K. F., Becker, M., Middlestadt, S. E., Eichler, A. (2001). Factors influencing behavior and behavior change. In Baum, A., Revenson, T. A., Singer, J. E. (Eds.), Handbook of health psychology (pp. 3–17). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
Gersten, R., Baker, S., Lloyd, J. (2000). Designing high-quality research in special education: Group experimental design. The Journal of Special Education, 34, 2–18. doi:10.1177/002246690003400101 Google Scholar | SAGE Journals | ISI | |
|
Ghaziuddin, M. (2008). Defining the behavioral phenotype of Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 138–142. doi:10.1007/s10803-007-0371-7 Google Scholar | Crossref | Medline | ISI | |
|
Gioia, G. A., Isquith, P. K., Guy, S. C., Kenworthy, L. (2000). Behavior rating of executive functioning: Professional manual. Lutz, FL: Psychological Assessment Resources. Google Scholar | |
|
Gioia, G. A., Isquith, P. K., Kenworthy, L., Barton, R. M. (2002). Profiles of everyday executive function in acquired and developmental disorders. Child Neuropsychology, 8, 121–137. doi:10.1076/chin.8.2.121.8727 Google Scholar | Crossref | Medline | ISI | |
|
Greenberg, M. T., Kusché, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS project. Seattle: University of Washington Press. Google Scholar | |
|
Gresham, F. M., Sugai, G., Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331–344. Google Scholar | SAGE Journals | ISI | |
|
Hollon, S. D., Muñoz, R. F., Barlow, D. H., Beardslee, W. R., Bell, C. C., Bernal, G., Sommers, D. (2002). Psychosocial intervention development for the prevention and treatment of depression: Promoting innovation and increasing access. Biological Psychiatry, 52, 610–630. doi:10.1016/S0006-3223(02)01384-7 Google Scholar | Crossref | Medline | ISI | |
|
Holmes-Bernstein, J., Waber, D. P. (1990). Developmental neuropsychological assessment: The systemic approach. In Holmes-Bernstein, J., Waber, D. P. (Eds.), Neuropsychology (pp. 311–371). Totowa, NJ: Humana. Google Scholar | Crossref | |
|
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. doi:10.1177/001440290507100203 Google Scholar | SAGE Journals | ISI | |
|
Howlin, P., Goode, S., Hutton, J., Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229. doi:10.1111/j.1469-7610.2004.00215.x Google Scholar | Crossref | Medline | ISI | |
|
Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20, 251–271. doi:10.1002/icd.736 Google Scholar | Crossref | ISI | |
|
Ingram, D. G., Takahashi, T. N., Miles, J. H. (2008). Defining autism subgroups: A taxometric solution. Journal of Autism and Developmental Disorders, 38, 950–960. doi:10.1007/s10803-007-0469-y Google Scholar | Crossref | Medline | ISI | |
|
Isquith, P. K., Roth, R. M., Kenworthy, L., Gioia, G. (2014). Contribution of rating scales to intervention for executive dysfunction. Applied Neuropsychology: Child, 3, 197–204. doi:10.1080/21622965.2013.870014 Google Scholar | Crossref | Medline | ISI | |
|
Kasari, C. (2002). Assessing change in early intervention programs for children with autism. Journal of Autism and Developmental Disorders, 32, 447–461. doi:10.1023/A:1020546006971 Google Scholar | Crossref | Medline | ISI | |
|
Kenworthy, L., Anthony, L., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., Wallace, G. L. (2014). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. Journal of Child Psychology and Psychiatry, 55, 374–383. doi:10.1111/jcpp.12161 Google Scholar | Crossref | Medline | ISI | |
|
Kenworthy, L., Yerys, B. E., Anthony, L., Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18, 320–338. doi:10.1007/s11065-008-9077-7 Google Scholar | Crossref | Medline | ISI | |
|
Kercood, S., Grskovic, J. A., Banda, D., Begeske, J. (2014). Working memory and autism: A review of literature. Research in Autism Spectrum Disorders, 8, 1316–1332. doi:10.1016/j.rasd.2014.06.011 Google Scholar | Crossref | ISI | |
|
Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., Mogil, C. (2011). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42, 1025–1036. doi:10.1007/s10803-011-1139-1 Google Scholar | Crossref | ISI | |
|
Lechago, S. A., Carr, J. E. (2008). Recommendations for reporting independent variables in outcome studies of early and intensive behavioral intervention for autism. Behavior Modification, 32, 489–503. doi:10.1177/0145445507309034 Google Scholar | SAGE Journals | ISI | |
|
Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., Yoder, P. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorder. Journal of Autism and Developmental Disorders, 35, 695–708. doi:10.1007/s10803-005-0017-6 Google Scholar | Crossref | Medline | ISI | |
|
Loveland, K. A., Tunali-Kotoski, B. (2005). The school-age child with an autistic spectrum disorder. In Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (Eds.), Handbook of autism and pervasive developmental disorders, diagnosis, development, neurobiology, and behavior (3rd ed., Vol. 1, pp. 247–287). Hoboken, NJ: John Wiley. Google Scholar | Crossref | |
|
Luria, A. R. (1973). The frontal lobes and the regulation of behavior. In Pribram, K. H., Luria, A. R. (Eds.), Psychophysiology of the frontal lobes (pp. 3–26). Oxford, UK: Academic Press. Google Scholar | Crossref | |
|
Miller, C., Druss, B. G., Rohrbaugh, R. M. (2003). Using qualitative methods to distill the active ingredients of a multifaceted intervention. Psychiatric Services, 54, 568–571. doi:10.1176/appi.ps.54.4.568 Google Scholar | Crossref | Medline | ISI | |
|
National Autism Center . (2009). National standards report. Randolph, MA: Author. Google Scholar | |
|
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148. doi:10.1177/001440290507100201 Google Scholar | SAGE Journals | ISI | |
|
Ozonoff, S., South, M., Provencal, S. (2005). Executive functions. In Volkmar, F. R., Paul, R., Klin, A., Cohen, D. (Eds.), Handbook of autism and pervasive developmental disorders: Diagnosis, development, neurobiology and behavior (3rd ed., Vol. 1, pp. 606–627). Hoboken, NJ: John Wiley. Google Scholar | Crossref | |
|
Rao, P. A., Beidel, D. C., Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361. doi:10.1007/s10803-007-0402-4 Google Scholar | Crossref | Medline | ISI | |
|
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. doi:10.1016/j.appdev.2006.04.002 Google Scholar | Crossref | ISI | |
|
Rosenthal, M., Wallace, G. L., Lawson, R., Willis, M. C., Dixon, E., Yerys, B. E., Kenworthy, L. (2013). Impairments in real-world executive function increase from childhood to adolescence in autism spectrum disorders. Neuropsychology, 27, 13–18. doi:10.1037/a0031299 Google Scholar | Crossref | Medline | ISI | |
|
Rotheram-Borus, M., Duan, N. (2003). Next generation of preventive interventions. Journal of the American Academy of Child & Adolescent Psychiatry, 42, 518–526. doi:10.1097/01.CHI.0000046836.90931.E9 Google Scholar | Crossref | Medline | ISI | |
|
Scahill, L., Lord, C. (2004). Subject selection and characterization in clinical trials in children with autism. CNS Spectrums, 9, 22–32. doi:10.1017/S1092852900008336 Google Scholar | Crossref | Medline | ISI | |
|
Shallice, T., Burgess, P., Robertson, I. (1996). The domain of supervisory processes and temporal organization of behaviour [and discussion]. Philosophical Transactions of the Royal Society B: Biological Sciences, 351, 1405–1412. doi:10.1098/rstb.1996.0124 Google Scholar | Crossref | Medline | ISI | |
|
Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140–149. doi:10.1177/10883576050200030201 Google Scholar | SAGE Journals | |
|
Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., Wagner, A. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354–366. doi:10.1007/s10803-006-0173-3 Google Scholar | Crossref | Medline | ISI | |
|
Solomon, M., Goodlin-Jones, B. L., Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668. doi:10.1007/s10803-004-5286-y Google Scholar | Crossref | Medline | ISI | |
|
Solomon, M., Ozonoff, S. J., Ursu, S., Ravizza, S., Cummings, N., Ly, S., Carter, C. S. (2009). The neural substrates of cognitive control deficits in autism spectrum disorders. Neuropsychologia, 47, 2515–2526. doi:10.1016/j.neuropsychologia.2009.04.019 Google Scholar | Crossref | Medline | ISI | |
|
Spencer, T. D., Detrich, R., Slocum, T. A. (2012). Evidence-based practice: A framework for making effective decisions. Education & Treatment of Children, 35, 127–151. doi:10.1353/etc.2012.0013 Google Scholar | Crossref | ISI | |
|
Stichter, J. P., Herzog, M. J., Owens, S. A., Malugen, E. (in press). Manualization, feasibility, and effectiveness of the school-based Social Competence Intervention for Adolescents (SCI-A). Psychology in the Schools. Google Scholar | ISI | |
|
Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40, 1067–1079. doi:10.1007/s10803-010-0959-1 Google Scholar | Crossref | Medline | ISI | |
|
Stichter, J. P., O’Connor, K. V., Herzog, M. J., Lierheimer, K., McGhee, S. D. (2012). Social competence intervention for elementary students with Aspergers syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 42, 354–366. doi:10.1007/s10803-011-1249-2 Google Scholar | Crossref | Medline | ISI | |
|
Stichter, J. P., Randolph, J., Gage, N., Schmidt, C. (2007). A review of recommended social competency programs for students with autism spectrum disorders. Exceptionality, 15, 219–232. doi:10.1080/09362830701655758 Google Scholar | Crossref | |
|
Stuss, D. T., Alexander, M. P. (2000). Executive functions and the frontal lobes: A conceptual view. Psychological Research, 63, 289–298. doi:10.1007/s004269900007 Google Scholar | Crossref | Medline | ISI | |
|
Suchy, Y. (2009). Executive functioning: Overview, assessment, and research issues for non-neuropsychologists. Annals of Behavioral Medicine, 37, 106–116. doi:10.1007/s12160-009-9097-4 Google Scholar | Crossref | Medline | ISI | |
|
Troyb, E., Rosenthal, M., Eigsti, I. M., Kelley, E., Tyson, K., Orinstein, A., Fein, D. (2014). Executive functioning in individuals with a history of ASDs who have achieved optimal outcomes. Child Neuropsychology, 20, 378–397. doi:10.1080/09297049.2013.799644 Google Scholar | Crossref | Medline | ISI | |
|
Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37, 1960–1968. doi:10.1007/s10803-006-0343-3 Google Scholar | Crossref | Medline | ISI | |
|
Wechsler, D., Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., Maerlander, A. (2004). WISC-IV integrated. San Antonio, TX: The Psychological Corporation. Google Scholar | |
|
Wehmeier, P. M., Schacht, A., Barkley, R. A. (2010). Social and emotional impairment in children and adolescents with ADHD and the impact on quality of life. Journal of Adolescent Health, 46, 209–217. doi:10.1016/j.jadohealth.2009.09.009 Google Scholar | Crossref | Medline | ISI | |
|
White, S. W., Keonig, K., Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868. doi:10.1007/s10803-006-0320-x Google Scholar | Crossref | Medline | ISI | |
|
Williams, D. L., Goldstein, G., Minshew, N. J. (2005). Impaired memory for faces and social scenes in autism: Clinical implications of memory dysfunction. Archives of Clinical Neuropsychology, 20, 1–15. doi:10.1016/j.acn.2002.08.001 Google Scholar | Crossref | Medline | ISI | |
|
Zabel, T. A., von Thomsen, C., Cole, C., Martin, R., Mahone, E. M. (2009). Reliability concerns in the repeated computerized assessment of attention in children. Clinical Neuropsychologist, 23, 1213–1231. doi:10.1080/13854040902855358 Google Scholar | Crossref | Medline | ISI |
