Executive functions and motivation in children with autism spectrum disorder and attention deficit hyperactivity disorder

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Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v1.200
Keywords:
executive functioning learning motivation ASD ADHD

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Ana Miranda-Casas
Universidad de Valencia
Carmen Berenguer-Forner
Universidad de Valencia
Inmaculada Baixauli-Fortea
Universidad Católica de Valencia
Belén Roselló-Miranda
Universidad de Valencia
Begoña Palomero-Piquer
Universidad Jaume I

Abstract

Objectives. To compare the profile of children with autism spectrum disorder (ASD) and children with attention deficit hyperactivity disorder (ADHD)-combined presentation, on executive functioning (EF) and behaviors associated with learning. Method. Sixteen children with a clinical diagnosis of ADHD and 16 children with a clinical diagnosis of high-functioning ASD who had been diagnosed in the Child Neurology Services of Valencian Community participated in this study. The ages ranged from 7 to 11 years. Ninety-four percent were male and 6% female and all were educated in regular classrooms. The two groups were matched on age and intellectual ability. Teachers completed the Behavior Rating Inventory of Executive Function; BRIEF; Gioia et al., 2000) which assesses a wide range of executive functions and the Learning Behaviour Scale (LBS; McDermott et al., 1999) which provides information on motivation, attitude toward learning, attention/persistence and strategy/flexibility Results. Children with ADHD had significantly more difficulties than children with ASD in working memory and planning. Furthermore, although both groups experienced problems beyond expected, children with ADHD were more affected on overall index of EF, metacognition and behavioral regulation. Regarding learning behaviors, although no significant differences were found between ASD and ADHD, the percentage of cases impaired was greater in children with ADHD, except for the strategy/flexibility factor. Conclusions. Implications of the findings are discussed to optimize teaching strategies in children with ASD and ADHD.

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How to Cite
Miranda-Casas, A., Berenguer-Forner, C., Baixauli-Fortea, I., Roselló-Miranda, B., & Palomero-Piquer, B. (2016). Executive functions and motivation in children with autism spectrum disorder and attention deficit hyperactivity disorder. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 103–112. https://doi.org/10.17060/ijodaep.2016.n1.v1.200
Issue
Vol. 1 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION. FACING REALITY.
Section
Articles
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Author Biographies

Ana Miranda-Casas, Universidad de Valencia

Catedrática Dpto Psicología Evolutiva y de la Educacion

Carmen Berenguer-Forner, Universidad de Valencia

Psicología Evolutiva y de la Educación

Inmaculada Baixauli-Fortea, Universidad Católica de Valencia

Psicología Evolutiva y de la Educación

Belén Roselló-Miranda, Universidad de Valencia

Departamento de Psicología Evolutiva y de la Educación

Begoña Palomero-Piquer, Universidad Jaume I

Departamento de Educación

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