東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Executive functions of preschool chi...

Colon-Torres, Maria.

FindBook

Google Book

Amazon

博客來

Executive functions of preschool children with autism spectrum disorders.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Executive functions of preschool children with autism spectrum disorders./
作者:	Colon-Torres, Maria.
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .
Contained By:	Dissertation Abstracts International72-07B.
標題:	Education, Evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453578
ISBN:	9781124618517

Executive functions of preschool children with autism spectrum disorders.
Colon-Torres, Maria.

Executive functions of preschool children with autism spectrum disorders. - 228 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2011.

Every day, school professionals encounter the need for research-based assessment and intervention practices which target executive function profiles in preschool children with developmental delays. While current research focuses on describing characteristics of autistic tendencies during early childhood years, very few studies exist that compare preschool children's executive function profiles based on rating scales with performance-based assessment.

ISBN: 9781124618517Subjects--Topical Terms:

1669638
Education, Evaluation.

Executive functions of preschool children with autism spectrum disorders.
LDR:03495nam 2200361 4500 001 1399400
005 20110926101050.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124618517
035 $a (UMI)AAI3453578
035 $a AAI3453578
040 $a UMI $c UMI
100 1 $a Colon-Torres, Maria. $3 1678365
245 1 0 $a Executive functions of preschool children with autism spectrum disorders.
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: B, page: .
500 $a Adviser: Lynanne Black.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2011.
520 $a Every day, school professionals encounter the need for research-based assessment and intervention practices which target executive function profiles in preschool children with developmental delays. While current research focuses on describing characteristics of autistic tendencies during early childhood years, very few studies exist that compare preschool children's executive function profiles based on rating scales with performance-based assessment.
520 $a The purpose of this study was to compare specific neurocognitive profiles of preschool-aged children with autism based on their performance on the NEPSY-II and on the teachers' ratings on the BRIEF-P. Additionally, this study used a quantitative design to explore whether age of symptoms onset, age of enrollment in Early Intervention services, and intensity of therapy services provided can differentiate learning profiles, particularly executive functions of preschool children with autism spectrum disorders. The sample of the study was composed of 12 preschool students ranging from 3 to 5 years of age. The sample's educational placement was an out-of-district placement. The sample was one of convenience.
520 $a A number of conclusions were obtained pertaining to age of symptoms onset and support services provided by EI before the child's third birthday. An early age of symptoms onset was considered to predict eligibility for occupational therapy services. Also, EI services were found to be associated with lower performance on the Attention and Executive Functioning domain. Results from the interaction between Attention and Executive Functioning domain, Inhibit Self Control Index, and General Executive Composite, and the comparison between Social Perception domain and Flexibility Index, did not reveal significant differences when compared with profiles from the NEPSY: A Developmental Neuropsychological Assessment-2nd Edition (NEPSY-II; Korkman, Kirk, & Kemp, 2007), and the Behavior Rating Inventory of Executive Functioning-Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003). The results drawn from the comparison between Memory and Learning, Emergent Metacognitive, and General Executive Composite ratings showed significantly different profiles. Lastly, this study offered recommendations for future research on executive functioning in preschool children with autism spectrum disorders (ASDs).
590 $a School code: 0318.
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0443
690 $a 0518
690 $a 0525
690 $a 0633
710 2 $a Indiana University of Pennsylvania. $b Educational and School Psychology. $3 1022741
773 0 $t Dissertation Abstracts International $g 72-07B.
790 1 0 $a Black, Lynanne, $e advisor
790 1 0 $a Barker, William $e committee member
790 1 0 $a Kovaleski, Joseph $e committee member
790 1 0 $a Rattan, Gurmal $e committee member
790 $a 0318
791 $a D.Ed.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453578