Executive function profiles of preschool children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review.

Autor: Christoforou M; Department of Psychology Institute of Psychiatry, Psychology and Neuroscience King's College London London UK., Jones EJH; Centre for Brain and Cognitive Development Birkbeck University of London London UK., White P; Department of Child Psychiatry Institute of Psychiatry, Psychology and Neuroscience King's College London London UK., Charman T; Department of Psychology Institute of Psychiatry, Psychology and Neuroscience King's College London London UK.
Jazyk: angličtina
Zdroj: JCPP advances [JCPP Adv] 2023 Jan 07; Vol. 3 (1), pp. e12123. Date of Electronic Publication: 2023 Jan 07 (Print Publication: 2023).
DOI: 10.1002/jcv2.12123
Abstrakt: Background: Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are both associated with differences in Executive Functioning (EF). There is lack of clarity around the specificity or overlap of EF differences in early childhood when both disorders are first emerging.
Method: This systematic review aims to delineate preschool EF profiles by examining studies comparing the EF profiles of children with and without ASD or ADHD. Five electronic databases were systematically searched (last search in May 2022) to identify published, quantitative studies of global and specific EF (Inhibition, Shifting, Working Memory (WM), Planning and Attentional Control), comparing children aged 2-6 with a diagnosis of ASD or ADHD to peers without ASD or ADHD.
Results: Thirty-one empirical studies (10 ADHD and 21 ASD studies) met criteria for inclusion. EF profiles in preschool ASD were characterised by consistent Shifting, and, in most cases, Inhibition impairments. ADHD studies consistently reported impairments in Inhibition and Planning, and in most cases WM. Findings with regards to sustained Attention and Shifting in ADHD and WM and Planning in ASD were mixed.
Conclusions: Overall, current evidence indicates overlap but also some specificity in EF impairments in preschool ASD and ADHD. There were differences in the degree to which individual domains were impaired, with Shifting more consistently impaired in ASD, and Inhibition, WM and Planning in ADHD. Methodological issues and differences in methods of outcome measurement could potentially underlie mixed findings, as informant-based measures revealed more robust EF impairments than laboratory-based tasks.
Competing Interests: Emily J. H. Jones is a Joint Editor for JCPP Advances. Tony Charman has served as a paid consultant to F. Hoffmann‐La Roche Ltd. and Servier; and has received royalties from Sage Publications and Guilford Publications. The remaining authors have declared that they have no competing or potential conflicts of interest.
(© 2023 The Authors. JCPP Advances published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.)
Databáze: MEDLINE
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