988368
Wed, Nov 13, 2024
Volume 17, Issue 3 (September 2019)
Iranian Rehabilitation Journal 2019, 17(3): 225-234 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Razavi F, Pourmohamadreza-Tajrishi M, Haghgoo H, Bakhshi E, Tavakoli S, Miri S M A. Relationship Between Executive Functions and Pragmatic Language in Children With Autism Spectrum Disorders. Iranian Rehabilitation Journal 2019; 17 (3) :225-234
URL: http://irj.uswr.ac.ir/article-1-954-en.html
URL: http://irj.uswr.ac.ir/article-1-954-en.html
Fateme Razavi1 
, Masoume Pourmohamadreza-Tajrishi * 2, Hojjatollah Haghgoo3 , Enayatollah Bakhshi4 , Sina Tavakoli5 , Seyed Mohammad Ali Miri5
, Masoume Pourmohamadreza-Tajrishi * 2, Hojjatollah Haghgoo3 , Enayatollah Bakhshi4 , Sina Tavakoli5 , Seyed Mohammad Ali Miri5
1- Student Research Committee, Department of Psychology and Exceptional Children, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- Pediatric Neurorehabilitation Research Center, Department of Psychology and Exceptional Children Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
4- Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
5- Iran Autism Association, Tehran, Iran.
2- Pediatric Neurorehabilitation Research Center, Department of Psychology and Exceptional Children Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
4- Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
5- Iran Autism Association, Tehran, Iran.
Abstract: (4845 Views)
Objectives: Children with Autism Spectrum Disorder (ASD) have problems in communicating and social interaction skills. Moreover, deficits in pragmatic language and executive functions are among the most important causes of communication and social interaction problems in this group. The present study aimed to determine the relationship between executive functioning and two of its indices (behavior regulation and metacognition), and pragmatic language in children with ASD.
Methods: This was a descriptive, cross-sectional study. The study population included all 6- to 11-year-old children with ASD in Tehran autism schools in the academic year 2017-2018. A total of 74 children with ASD (68 boys and 6 girls) (Mean±SD age: 8.58±1.88 y) were selected from autism schools in Tehran City, Iran, using a convenience sampling method. The Behavior Rating Inventory of Executive Function (BRIEF) and the Children’s Communication Checklist (CCC) were used to collect data.
Results: The significant, negative correlations were found between executive functioning and pragmatic language (r=-0.47, P<0.001); behavioral regulation and pragmatic language (r=-0.42, P<0.001); and metacognition and pragmatic language (r=-0.45, P<0.001).
Discussion: The study results suggest that the better the executive functioning and its indices performance in children with ASD, the fewer their difficulties in the proper use of language in social situations would be. In addition, the ability to use language appropriately in different social situations allows students with ASD to control their behavior and thoughts in these situations better. According to the obtained results, the language skills of children with ASD can be improved through designing appropriate therapeutic interventions to improve executive functioning and its indices in them.
Methods: This was a descriptive, cross-sectional study. The study population included all 6- to 11-year-old children with ASD in Tehran autism schools in the academic year 2017-2018. A total of 74 children with ASD (68 boys and 6 girls) (Mean±SD age: 8.58±1.88 y) were selected from autism schools in Tehran City, Iran, using a convenience sampling method. The Behavior Rating Inventory of Executive Function (BRIEF) and the Children’s Communication Checklist (CCC) were used to collect data.
Results: The significant, negative correlations were found between executive functioning and pragmatic language (r=-0.47, P<0.001); behavioral regulation and pragmatic language (r=-0.42, P<0.001); and metacognition and pragmatic language (r=-0.45, P<0.001).
Discussion: The study results suggest that the better the executive functioning and its indices performance in children with ASD, the fewer their difficulties in the proper use of language in social situations would be. In addition, the ability to use language appropriately in different social situations allows students with ASD to control their behavior and thoughts in these situations better. According to the obtained results, the language skills of children with ASD can be improved through designing appropriate therapeutic interventions to improve executive functioning and its indices in them.
Article type: Original Research Articles |
Subject:
Psychology
Received: 2019/01/22 | Accepted: 2019/05/22 | Published: 2019/09/1
Received: 2019/01/22 | Accepted: 2019/05/22 | Published: 2019/09/1
Send email to the article author
Copyright © The Author(s);
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
