Executive function predicts school readiness in autistic and typical preschool children

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Executive function predicts school readiness in autistic and typical preschool children. / Pellicano, Elizabeth; Kenny, Lorcan; Brede, Janina; Klaric, Elena; Lichwa, Hannah; McMillin, Rebecca.

In: Cognitive Development, Vol. 43, 01.07.2017, p. 1-13.

Research output: Contribution to journalArticle

Harvard

Pellicano, E, Kenny, L, Brede, J, Klaric, E, Lichwa, H & McMillin, R 2017, 'Executive function predicts school readiness in autistic and typical preschool children' Cognitive Development, vol 43, pp. 1-13. DOI: 10.1016/j.cogdev.2017.02.003

APA

Pellicano, E., Kenny, L., Brede, J., Klaric, E., Lichwa, H., & McMillin, R. (2017). Executive function predicts school readiness in autistic and typical preschool children. Cognitive Development, 43, 1-13. DOI: 10.1016/j.cogdev.2017.02.003

Vancouver

Pellicano E, Kenny L, Brede J, Klaric E, Lichwa H, McMillin R. Executive function predicts school readiness in autistic and typical preschool children. Cognitive Development. 2017 Jul 1;43:1-13. Available from, DOI: 10.1016/j.cogdev.2017.02.003

Author

Pellicano, Elizabeth; Kenny, Lorcan; Brede, Janina; Klaric, Elena; Lichwa, Hannah; McMillin, Rebecca / Executive function predicts school readiness in autistic and typical preschool children.

In: Cognitive Development, Vol. 43, 01.07.2017, p. 1-13.

Research output: Contribution to journalArticle

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@article{4da63c279d084f9eb3e05a0bc4460aa3,
title = "Executive function predicts school readiness in autistic and typical preschool children",
author = "Elizabeth Pellicano and Lorcan Kenny and Janina Brede and Elena Klaric and Hannah Lichwa and Rebecca McMillin",
year = "2017",
month = "7",
doi = "10.1016/j.cogdev.2017.02.003",
volume = "43",
pages = "1--13",
journal = "Cognitive Development",
issn = "0885-2014",
publisher = "Elsevier Limited",

}

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TY - JOUR

T1 - Executive function predicts school readiness in autistic and typical preschool children

AU - Pellicano,Elizabeth

AU - Kenny,Lorcan

AU - Brede,Janina

AU - Klaric,Elena

AU - Lichwa,Hannah

AU - McMillin,Rebecca

PY - 2017/7/1

Y1 - 2017/7/1

N2 - Children's emerging executive functions (EF) have been shown to be critical for a whole range of other functions, including school readiness and later academic success. Here we examine for the first time whether individual differences in EF are uniquely associated with autistic children's readiness to learn in school, beyond general and developmental influences in age and ability. Thirty autistic and 30 typical preschool children, matched on age and ability, were assessed on EF (working memory, inhibition, set-shifting) and school readiness measures. Autistic children performed significantly worse on school readiness measures and EF measures relative to typical children. Furthermore, individual differences in children's EF skills, especially in inhibitory control and working memory, were uniquely related to variation in their school readiness for both autistic and non-autistic children. The findings from this cross-sectional study provide further support for the potential role of EF in explaining the variability in autistic children's functional outcomes.

AB - Children's emerging executive functions (EF) have been shown to be critical for a whole range of other functions, including school readiness and later academic success. Here we examine for the first time whether individual differences in EF are uniquely associated with autistic children's readiness to learn in school, beyond general and developmental influences in age and ability. Thirty autistic and 30 typical preschool children, matched on age and ability, were assessed on EF (working memory, inhibition, set-shifting) and school readiness measures. Autistic children performed significantly worse on school readiness measures and EF measures relative to typical children. Furthermore, individual differences in children's EF skills, especially in inhibitory control and working memory, were uniquely related to variation in their school readiness for both autistic and non-autistic children. The findings from this cross-sectional study provide further support for the potential role of EF in explaining the variability in autistic children's functional outcomes.

UR - http://www.scopus.com/inward/record.url?scp=85013073385&partnerID=8YFLogxK

U2 - 10.1016/j.cogdev.2017.02.003

DO - 10.1016/j.cogdev.2017.02.003

M3 - Article

VL - 43

SP - 1

EP - 13

JO - Cognitive Development

T2 - Cognitive Development

JF - Cognitive Development

SN - 0885-2014

ER -

ID: 13614320