Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/67625| 題名: | 高功能自閉症類群障礙及對立反抗障礙男童的執行功能與社會功能 Executive function and social function among boys with high-functioning autism spectrum disorder, oppositional defiant disorder, and their comorbidity |
作者: | 徐玉容 Hsu, Yu Jung |
貢獻者: | 高淑芬<br>姜忠信 Gau, Shur Fen<br>Chiang, Chung Hsin 徐玉容 Hsu, Yu Jung |
關鍵詞: | 高功能自閉症類群障礙 對立反抗障礙 執行功能 社會功能 high-functioning autism spectrum disorder oppositional defiant disorder executive function social function |
日期: | 2013 | 上傳時間: | 21-Jul-2014 | 摘要: | 高功能自閉症類群障礙(HFASD)及對立反抗障礙(ODD)之間存在高共病率，且都表現出顯著的執行功能缺損及社交困難，同時共病此兩種障礙之兒童存在顯著較嚴重的行為問題及功能缺損，亦為家庭及學校帶來沉重的教養壓力。為瞭解此二種障礙之間的共病關係，本研究以劍橋神經心理學測驗評估執行功能、兒童行為檢核量表評估社交行為表現、兒童青少年社會適應量表評估社會情境適應情形、社會反應量表評估社會認知表現，在排除其他共病影響，並控制年齡、智商、注意力不足過動症狀、父母社經地位及教育程度的影響下，同時比較只患有HFASD、只患有ODD、同時共病HFASD與ODD、一般發展男童等四組8至15歲男童（每組21人）之執行功能及社會功能表現，並進一步探究這兩種障礙中執行功能與社會功能之間的關係，以瞭解此二種障礙之間的共病關係是否來自於相似的執行功能缺損。\n結果顯示，三組臨床組男童均表現出不同的執行功能表現，患有HFASD的男童未表現出明顯的執行功能困難，患有ODD的男童有顯著的認知彈性及抑制控制缺損，同時共病HFASD與ODD的男童則存在明顯的抑制控制困難；同時共病兩種障礙的男童在社交互動行為及社會適應功能上比只患有一種障礙的男童表現出更廣泛且顯著的困難；三組臨床組在認知功能及社會功能之間的相關亦存在顯著差異，HFASD的社會功能表現可能與計劃能力較相關，ODD的社會功能表現則可能與抑制控制能力較相關，共病HFASD及ODD的社會功能表現則與全面的執行功能表現均有相關。總結而言，本研究結果支持HFASD及ODD為彼此獨立不同但高度相關的兩種障礙，同時共病兩種障礙時會在執行功能及社會功能均呈現獨特的表現形態，且可能在行為層次中表現出更廣泛且嚴重的社會功能缺損，而執行功能可能並非影響兩種障礙共病之核心機制。 Children with high-functioning autism spectrum disorder (HFASD) or oppositional defiant disorder (ODD) had significant executive dysfunction and social deficits, and high comorbidity between these two disorders. This study compared executive functions and social functions in boys with HFASD, ODD, and their comorbidity to see whether there are shared deficits between the two disorders. The relationships between executive function and social function are also explored. Executive functions, measured by Cambridge Neuropsychological testing automated battery, social behavioral problems, measured by Children Behavior Checklist, social adaptation, measured by Social Adjustment Inventory for Children and Adolescents, and social cognition, measured by Social Reponsiveness Scale, were compared among 4 groups (n = 21 for each group): (1) HFASD only; (2) HFASD with ODD; (3) ODD only; and (4) typically developed. \nChildren with HFASD only had no profound executive function deficits. Children with ODD only had more difficulty in cognitive flexibility and inhibition control. Children with HFASD+ODD had significant inhibition control deficits. Children with HFASD+ODD showed more significant and pervasive deficits in social behavior and social adaptation. Besides, the social deficits of HFASD are correlated with their ability of planning, whereas the social deficits of ODD are correlated with their ability of inhibition control. However, the social deficits of HFASD combined ODD are correlated with all executive function abilities. It may suggest that there were different pathways for the social deficits of these two disorders. Overall, the findings suggest that HFASD and ODD are the two independent but highly-correlated disorders. Their comorbidity showed unique executive function and social function phenotype, pervasive and profound social deficits. And the social deficits in HFASD or ODD were affected by different factors, that beyond executive functions. |
參考文獻: | 朱慶琳、黃宜珊、姜忠信、吳進欽、侯育銘（2012）。〈學齡前自閉症類兒童的適應行為型態與認知功能及症狀嚴重度之關連〉。《中華心理學刊》，54，349-364。\n單延愷、陳映雪、蘇東平（2004）。〈兒童與青少年注意力、記憶、與執行功能之發展性常模〉。《臨床心理學刊》，1，21-29。\n劉昱志、劉士愷、商志雍、林健禾、杜長齡、高淑芬（2006）。〈注意力缺陷過動症中文版Swanson, Nolan, and Pelham, Version IV (SNAP-IV)量表之常模及信效度〉。《臺灣精神醫學》，20，290-304。\nAbelson, A. (1983). Infantile autism: An over-view. Journal of Psychiatric Treatment and Evaluation, 5, 31–35.\nAchenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 Profile. Department of Psychiatry, University of Vermont, Burlington.\nAmerican Psychiatric Association (2013). Desk Reference to the Diagnostic Criteria from DSM-5. Washington, D. C.: American Psychiatric Association.\nArffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconsin card sorting test performance in above average and superior school children: Relationship to intelligence and age. Archives of Clinical Neuropsychology, 13, 713–720.\nBailey, A., Luther, P., Dean, A., Harding, B., Janota, I., & Montgomery, M., et al. (1998). Clinicopathological study of autism. Brain, 121, 889–905.\nBaren-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37-46.\nBauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disroders, 32, 283-298.\n\nBauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447– 456.\nBennetto, L., Pennington, B. F., & Rogers, S. J. (1996). Intact and impaired memory functions in autism. Child Development, 67, 1816–1835.\nBenson, J. E., Sabbagh, M. A., Carlson, S. M., & Zelazo, P. D. (2012). Individual differences in executive functioning predict preschoolers’ improvement from theory-of-mind training. Devopmental Psychoogy, 49, 1615–1627.\nBernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: early parenting precursors of young children’s executive functioning. Child Development,81, 326-339.\nBiederman, J., Faraone, S. V., Milberger, S., Jetton, J. G., Chen, L., & Mick, E., et al. (1996). Is childhood oppositional defiant disorder a precursor to adolescent conduct disorder? Findings from a four-year follow-up study of children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 1193–1204.\nBiederman, J., Petty, C. R., Monuteaux, M. C., Mick, E., Parcell, T., & Westerberg, D., et al. (2008). The longitudinal course of comorbid oppositional defiant disorder in girls with attention-deficit/hyperactivity disorder: findings from a controlled 5-year prospective longitudinal follow-up study. Journal of Developmental and Behavioral Pediatrics, 29, 501–507.\nBlair, C., Granger, D. A., Willoughby, M., Mills-Koonce, R., Cox, M., & Greenberg, M. T., et al. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82, 1970–1984.\nBodfish, J. W., Symons, F. J., Parker, D. E., & Lewis, M. H. (2000). Varieties of repetitive behavior in autism: Comparisons to mental retardation. Journal of Autism and Developmental Psychology, 30, 237-243.\n\nBolte, S., Poustka, F., & Constantino, J. N. (2008). Assessing autistic traits: cross-cultural validation of the social responsiveness scale (SRS). Autism Research, 1, 354-363.\nBolton, P., Macdonald, H., Pickles, A., & Rios, P. (1994). A case-control family history study of autism. Journal of Child Psychology and Psychiatry, 35, 877–900.\nBrennan, M., Welsh, M.C., & Fisher, C.B. (1997). Aging and executive function skills: An examination of a community-dwelling older adult population. Perceptual and Motor Skills, 84, 1187–1197.\nBrereton, A. V., Tonge, B. J., & Einfeld, S. L. (2006). Psychopathology in children and adolescents with autism compared to young people with intellectual disability. Journal of Autism and Developmental Disorders, 36, 863–870.\nBrian, J. A., Tipper, S., Weaver, B., & Bryson, S. (2003). Inhibitory mechanisms in autism spectrum disorders: typical selective inhibition of location versus facilitated perceptual processing. Journal of Child Psychology and Psychiatry, 44, 552–560.\nBryson, S. E., Zwaigenbaum, L., Brian, J., Roberts, W., Szatmari, P., Rombough, V., et al. (2007). A prospective case series of high-risk infants who developed autism. Journal of Autism and Developmental Disorders, 37, 12-24.\nCapaldi, D. M. (1992). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: II. A 2-year follow-up at grade 8. Development and Psychopathology, 4, 125–144.\nCapps, L., Yirmiya, N., & Sigman, M. (1992). Understanding of simple and complex emotions in nonretarded children with autism. Journal of Child Psychology and Psychiatry, 33, 1169–1182.\nCarlson, C. L., Tamm, L., & Gaub, M. (1997). Gender differences in children with ADHD, ODD, and co-occurring ADHD/ODD identified in a school population. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1706–1714.\nCenters for Disease Control and Prevention (2012). Prevalence of autism spectrum disorders - Autism and developmental disabilities monitoring network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report, 61, 1-19.\nCharmin, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society: Biological Sciences, 358, 315-324.\nCharney, R. (1980). Pronoun errors in autistic children: Support for a social explanation. International Journal of Language & Communication Disorders, 15, 39-43.\nChiang, H. M., & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders, 38, 693-705.\nCholemkery, H., Kitzerow, J., Rohrmann, S., & Freitag, C. M. (2014). Validity of the social responsiveness scale to differentiate between autism spectrum disorders and disruptive behaviour disorders. European Child and Adolescent Psychiatry, 23, 81-93.\nClark, C., Prior, M., & Kinsella, G. J. (2000). Do executive function deficits differentiate between adolescents with ADHD and oppositional defiant/ conduct disorder? A neuropsychological study using the Six Elements Test and Hayling Sentence Completion Test. Journal of Abnormal Child Psychology, 28, 403-414.\nClark, C., Prior, M., & Kinsella, G. J. (2002). The relationship between executive function abilities, adaptive behaviour, and academic achievement in children with externalising behaviour problems. Journal of Child Psychology and Psychiatry, 43, 785-796.\nConnor, D. E., Edwards, G., Fletcher, K. E., Baird, J., Barkley, R. A., & Steingard, R. J. (2003). Correlates of comorbid psychopathology in children with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 193–200.\nConstantino, J. N. (2002). The Social Responsiveness Scale. Los Angeles: Western Psychological Services.\nConstatntino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., & Brophy, S. L., et al. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the Social Responsiveness Scale with the Autism Diagnostic Interview-Revised. Journal of Autism and Developmental Disorders, 33, 427-433.\nCorbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examing executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166, 210-222.\nCoy, K., Speltz, M. L., DeKlyen, M., & Jones, K. (2001). Social-cognitive processess in preschool boys with and without oppositional defiant disorder. Journal of Abnormal Child Psychology, 29, 107-119.\nCunningham, C. E., & Boyle, M. H. (2002). Preschoolers at risk for attention-deficit hyperactivity disorder and oppositional defiant disorder: Family, parenting, and behavioral correlates. Journal of Abnormal Child Psychology, 30, 555-569.\nDawson, G. (1996). Neuropsychology of autism: A report on the state-of-the science. Journal of Autism and Developmental Disorders, 2, 179-181.\nDawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775-803.\nDawson, G., Webb, S., & McPartland, J. (2005). Understanding the nature of face processing impairment in autism: Insights from behavioral and electrophysiological studies. Developmental Neuropsychology, 27, 403-424.\nDawson, G., Webb, S., Schellenberg, G. D., Dager, S., Friedman, S., & Aylward, E., et al. (2002). Defining the broader phenotype of autism: Genetic, brain, and behavioral perspectives. Development and Psychopathology, 14, 581-611.\nDe Luca, C. R., Wood, S. J., Anderson, V., Buchanan, J., Proffitt, T. M., & Mahony, K., et al. (2003). Normative data from the CANTAB. I: Development of executive function over the lifespan. Journal of Clinical and Experimental Neuropsychology, 25, 242-254.\nDenny, K. G., & Siemer, M. (2012). Trait aggression is related to anger-modulated deficits in response inhibition. Journal of Research in Personality, 46, 450-454.\nDiamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. T. Stuss & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 466 – 503). London: Oxford University Press.\nDiamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.\nDick, D. M., Viken, R. J., Kaprio, J., Pulkkinen, L., & Rose, R. J. (2005). Understanding the covariation among childhood externalizing symptoms: Genetic and environmental influences on conduct disorder, attention deficit hyperactivity disorder, and oppositional defiant disorder symptoms. Journal of Abnormal Child Psychology, 33, 219–229.\nDrabick, D. A. G., Gadow, K. D., Carlson, G. A., & Bromet, E. J. (2004). ODD and ADHD symptoms in Ukrainian children: External validators and comorbidity. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 735–743.\nEaves, L., Rutter, M., Silberg, J. L., Shillady, L., Maes, H., & Pickles, A. (2000). Genetic and environmental causes of covariation in interview assessment of disruptive behavior in child and adolescent twins. Behavior Genetics, 30, 321-334.\nEspy, K. (1997). The shape school: Assessing executive function in preschool children. Developmental Neuropsychology, 13, 495– 499.\nFisk, J. E., & Warr, P. (1996). Age and working memory: the role of perceptual speed, the central executive, and the phonological loop. Psychology and Aging, 11, 316-323.\nFolstein, S., & Rutter, M. (1977). Infantile autism: A genetic study of 21 twin pairs. Journal of Child Psychology & Psychiatry, 18, 297-321.\nFombonne, E. (2009). Epidemiology of pervasive developmental disorders. Pediatric Research, 65, 591-598.\nFrith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell.\nFrith, U. (2003). Autism: Explaining the enigma (2nd ed.). Oxford: Blackwell.\nFrith, U., & Happѐ, F., (1999). Theory of mind and self-consciousness: What is it like to be autistic? Mind & Language, 74, 1–22.\nGadow, K. D., DeVincent, C. J., & Drabick, D. A. G. (2008). Oppositional defiant disorder as a clinical phenotype in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38, 1302-1310.\nGadow, K. D., DeVincent, C. J., Pomeroy, J., & Azizian, A. (2004). Psychiatric symptoms in preschool children with PDD and clinic and comparison samples. Journal of Autism and Developmental Disorders, 34, 379–393.\nGadow, K. D., & Nolan, E. E. (2002). Differences between preschool children with ODD, ADHD, and ODD+ADHD symptoms. Journal of Child Psychology and Psychiatry, 43, 191-201.\nGale, B. M. (2011). Oppositional defiant disorder. In W. T. O’Donohue, & C. Draper (Eds.), Stepped Care and e-Health: Practical Applications to Behavioral Disorders (pp. 181-202). Springer.\n\nGallagher, H. L. & Frith, C. C. (2003). Functional imaging of “theory of mind”. Trends in Cognitive Sciences, 7, 77-83.\nGau, S. S., Chong, M. Y., Chen, T. H., & Cheng, A. T. (2005). A 3-year panel study of mental disorders among adolescents in Taiwan. The American Journal of Psychiatry, 162, 1344–1350.\nGeurts, H. M., Verté, S., Oosterlaan, J., Roeyers, H., & Sergeant, J. A. (2004). How specific are executive function deficits in attention deficit hyperactivity disorder and autism? Journal of Child Psychology and Psychiatry, 45, 836–1254.\nGilotty, L., Kenworthy, L., Sirian, L., Black, D. O., & Wagner, A. E. (2002). Adaptive skills and executive function in autism spectrum disorders. Child Neuropsychology, 8, 241-248.\nGreen, J., Gilchrist, A., Burton, D., & Cox, A. (2000). Social and psychiatric functioning in adolescents with Asperger syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders, 30, 279-293.\nGreene, R. W., Biederman, J., Zerwas, S., Monuteaux, M. C., Goring, J. C., & Faraone, S.V. (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry, 159, 1214-1224.\nGreene, R. W., & Doyle, A. E. (1999). Toward a transactional conceptualization of oppositional defiant disorder: Implications for assessment and treatment. Clinical Child and Family Psychology Review, 2, 129-148.\nGreenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Cambridge, MA: Da Capo Lifelong Books.\nGulsrud, A. C., Laudan, B. J., & Kasari, C. (2010). The co-regulation of emotions between mothers and their children with autism. Journal of Autism and Developmental Disorders, 40, 227–237.\nGuttmann-Steinmetz, S., Gadow, K. D., & DeVincent, C. J. (2009). Oppositional defiant and conduct disorder behaviors in boys with autism specturm disorder with and without attention-deficit hyperactivity disorder versus several comparison samples. Journal of Autism and Developmental Disorders, 39, 976-985.\nHall, S., Thorns, T., & Oliver, C. (2003). Structural and environmental characteristics of stereotyped behaviours. American Journal on Mental Retardation, 108, 391–402.\nHappѐ, F., Booth, R., Charlton, R., & Hughes, C. (2006). Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages. Brain and Cognition, 61, 25-39.\nHappѐ, F., Ehlers, S., Fletcher, P., Frith, U., Johansson, J., & Gillberg, C., et al. (1996). Theory of mind in the brain: Evidence from a PET scan study of Asperger syndrome. NeuroReport, 8, 197–201.\nHastings, R. P., & Brown, T. (2002). Coping strategies and the impact of challenging behaviors on special educators’ burnout. Mental Retardation, 40, 148–156.\nHill, E. L. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189-233.\nHobson, C. W., Scott, S., & Rubia, K. (2011). Investigation of cool and hot executive function in ODD/CD independently of ADHD. Journal of Child Psychology and Psychiatry, 52, 1035-1043.\nHoney, E., McConachie, H., Randle, V., Shearer, H., & Le Couteur, A. S. (2008). One-year change in repetitive behaviors in young children with communication disorders including autism. Journal of Autism and Developmental Disorders, 38, 1439-1450.\nHoward, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. A., (2005). Comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359–383.\nHowlin, P. (1997). Prognosis in autism: do specialist treatments affect long-term outcome? European Child and Adolescent Psychiatry, 6, 55–72.\nHughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233–253.\nHughes, C., Russell, J., & Robbins, T. W. (1994). Evidence for executive dysfunction in autism. Neuropsychologia 32, 477–492.\nIverson, J. M., & Wozniak, R. H. (2007). Variation in vocal-motor development in infant siblings of children with autism. Journal of Autism and Developmental Disorders, 37, 158-170.\nJohn, K., Gammon, D. G., Prusoff, B. A., & Warner, V. (1987). The social adjustment inventory for children and adolescents (SAICA): Testing of a new semistructured interview. Journal of the American Academy of Child & Adolescent Psychiatry, 26, 898-911.\nJohnston, C. (1996). Parent characteristics and parent-child interactions in families of nonproblem children and ADHD children with higher and lower levels of oppositional-defiant behavior. Journal of Abnormal Child Psychology, 24, 85-104.\nJolliffe, T., & Baron-Cohen, S. (1999). The strange stories test: A replication with high-functioning adults with autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 395–406.\nJust, M. A., Cherkassky, V. L., Keller, T. A., Kana, R. K., & Minshew, N. J. (2007). Functional and anatomical cortical underconnectivity in autism: Evidence from an fMRI study of an executive function task and corpus callosum morphometry. Cerebral Cortex, 17, 951–1261.\nKaat, A. J., & Lecavalier, L. (2013). Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment. Research in Autism Spectrum Disorders, 7, 1579-1594.\nKenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychological Reviews, 18, 320-338.\nKim, J. A., Szatmari, P., Bryson, S. E., Streiner, D. L., & Wilson, F. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 2000, 117-132.\nKloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: helping children apply conflicting descriptions. Child Development, 74, 1823–1839.10.\nKlorman, R., Hazel-Fernandez, L. A., Shaywitz, S. E., Fletcher, J. M., Marchione, K. E., & Holahan, J. M., et al. (1999). Executive functioning deficits in attention-deficit/ hyperactivity disorder are independent of oppositional defiant or reading disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1148-1155.\nLahey, B. B., Miller, T. L., Gordon, R. A., & Riley, A. W. (1999). Developmental epidemiology of the disruptive behavior disorders In H. C. Quay & A. E. Hogan (Eds.), Handbook of disruptive behavior disorders (pp.23-48). New York: Kluwer/Plenum Press.\nLecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172–183.\nLeyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Dinh, E., & Morgan, J., et al. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorder, 36, 849-861.\nLiss, M., Fein, D., Allen, D., Dunn, M., Feinstein, C., & Morris, R., et al. (2001). Executive functioning in high-functioning children with autism. Journal of Child Psychology and Psychiatry, 42, 261-270.\nLoeber, R., Burke, J. D., Lahey, B. B., Winters, A., & Zera, M. (2000). Oppositional defiant and conduct disorder: A review of the past 10 years, part I. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 1468–1484.\nLoeber, R., Green, S. M., Lahey, B. B., Frick, P. J., & McBurnett, K. (2000). Findings on disruptive behavior disorders from the first decade of the Developmental Trends Study. Clinical Child and Family Psychology Review, 3, 37–60.\nLoeber, R., Keenan, K., Lahey, B. B., Green, S. M., & Thomas, C. (1993). Evidence for developmentally-based diagnoses of oppositional defiant disorder and conduct disorder. Journal of Abnormal Child Psychology, 21, 377-410.\nLoeber, R., Lahey, B. B., & Thoams, C. (1991). Diagnostic conundrum of oppositional defiant disorder and conduct disorder. Journal of Abnormal Psychology, 100, 379-390.\nLoh, A., Soman, T., Brian, J., Bryson, S. E., Roberts, W., Szatmari, P., et al. (2007). Stereotyped motor behaviors associated with autism in high-risk infants: a pilot videotape analysis of a sibling sample. Journal of Autism and Developmental Disorders, 37, 25-36.\nLopez, B. R., Lincoln, A. J., Ozonoff, S., & Lai, Z. (2005). Examining the relationship between executive functions and restricted, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders, 35, 445–460.\nLord, C. (1995.) Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry, 36, 1365–1382.\nLord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659-685. \n\n\nLovaas, O. I., & Smith, T. (2003). Early and intensive behavioral intervention in autism. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 325-340). New York: Guilford Press.\nLoveland, K. A., Tunali-Kotoski, B., Pearson, D. A., Brelsford, K. A., Ortegon, J., & Chen, R. (1994). Imitation and expression of facial affect in autism. Development and Psychopathology, 6, 433-444.\nLuciana, M., & Nelson, C. A. (1998). The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children. Neuropsychologia, 36, 273-293.\nLuciana, M., & Nelson, C. A. (2002). Assessment of neuropsychological function through use of the Cambridge Neuropsychological Testing Automated Battery: Performance in 4- to 12-year-old children. Developmental Neuropsychology, 22, 595-624.\nLuman, M., Sergeant, J. A., Knol, D. L., & Oosterlaan, J. (2010). Impaired decision making in oppositional defiant disorder related to altered psychophysiological responses to reinforcement. Biological Psychiatry, 68, 337-344.\nLuria, A. R. (1980). Higher cortical function in man (2nd ed.). New York: Basic Books.\nMacintosh, K., & Dissanayake, C. (2006). Social skills and problem behaviours in school aged children with high-functioning autism and Asperger’s disorder. Journal of Autism and Developmental Disorders, 36, 1065-1076.\nMandy, W., Roughan, L., & Skuse, D. (2014). Three dimensions of oppositionality in autism spectrum disorder. Journal of Abnormal Child Psychology, 42, 291-300.\nMatson, J. L., Worley, J. A., Neal, D., Mahan, S. & Fodstad, J. C. (2010). The effects of inattention/hyperactivity and ASD symptom severity on social skills in toddlers. Developmental Neurorehabilitation, 13, 408-412.\nMatthys, W., Cuperus, J. M., van Engeland, H. (1999). Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders. Journal of the American Academy Child and Adolescent Psychiatry, 38, 311–321.\nMatthys, W., Vanderschuren, L. J. M. J., Schutter, D. J. L. G., & Lochman, J. E. (2012). Impaired neurocognitive functions affect social learning processes in oppositional defiant disorder and conduct disorder: Implications for interventions. Clinical Child and Family Psychology Review, 15, 234-246.\nMayes, S. D., Calhoun, S. L., Aggarwal, R., Baker, C., Mathapati, S., Anderson, R., et al. (2012). Explosive, oppositional, and aggressive behavior in children with autism compared with to other clinical disorders and typical children. Research in Autism Spectrum Disorders, 6, 1-10.\nMcEvoy, R. E., Rogers, S. J., & Pennington, B. F. (1993). Executive function and social communication deficits in young autistic children. Journal of Child Psychology and Psychiatry, 34, 563–578.\nMesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer/Plenum Press.\nMoriguchi, Y. (2014). The early development of executive function and its relation to social interaction: A brief review. Frontiers in Psychology, 5, 388.\nMundy, P., & Newell, I. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16, 269-274.\nNewschaffer, C. J., Croen, L. A., Fallin, M. D., Hertz-Picciotto, I., Nguyen, D. V., Lee, N. L., et al. (2012). Infant siblings and the investigation of autism risk factors. Journal of Neurodevelopmental Disorders, 4, 7:1-7:16.\nNikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87-108.\nNock, M. K., Kazdin, A. E., Hiripi, E., & Kessler, R. C. (2007). Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: Results from the National Comorbidity Survey Replication. Journal of Child Psychology and Psychiatry, 48, 703-713.\nOgilvie, J. M., Stewart, A. L., Chan, R. C. K., & Shum, D. (2011). Neuropsychological measures of executive function and antisocial behavior: A meta-analysis. Criminology, 49, 1063-1107.\nOosterlaan, J., Scheres, A., & Sergeant, J. A. (2005). Which executive functioning deficits are associated with AD/HD, ODD/CD and comorbid AD/HD+ODD/CD? Journal of Abnormal Child Psychology, 33, 69-85.\nOzonoff, S., Cook, I., Coon, H., Dawson, G., Joseph, R. M., Klin, A., et al. (2004). Performance on Cambridge Neuropsychological Test Automated Battery subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the Collaborative Programs of Excellence in Autism Network. Journal of Autism and Developmental Disorders, 34, 139–150.\nOzonoff, S., & McEvoy, R. E. (1994). A longitudinal study of executive function and theory of mind development in autism. Development and Psychology, 6, 415-431.\nOzonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081-1105.\nOzonoff, S., & South, M. (2001). Early social development in young children with autism: Theoretical and clinical implications. In G. Bremner & A. Fogel (Eds.), Blackwell Handbook of Infant Development (pp. 565-588). Malden, MA: Blackwell Publishers.\nOzonoff, S., South, M., & Provencal, S. (2007). Executive function in autism: Theory and practice. In J. M. Pѐrez, P. M. Gonzàlez, M. L. Comí, & C. Nieto (Eds.), New Developments in Autism (pp.185-213). London & Philadelphia: Jessica Kingsley Publishers.\nOzonoff, S., & Strayer, D. L. (1997). Inhibitory function in nonretarded children with autism. Journal of Autism and Developmental Disorders, 27, 59–77.\nOzonoff, S., & Strayer, D. L. (2001). Further evidence of intact working memory in autism. Journal of Autism and Developmental Disorders, 31, 257–263.\nPellicano, E. (2007). Links between theory of mind and executive function in young children with autism: Clues to developmental primacy. Developmental Psychology, 43, 974-990.\nPellicano, E. (2013). Testing the predictive power of cognitive atypicalities in autistic children: Evidence from a 3-year follow-up study. Autism Research, 6, 258-267.\nPellicano, E., Maybery, M., Durkin, K., & Maley, A. (2006). Multiple cognitive capabilities/deficits in children with an autism spectrum disorder: “Weak” central coherence and its relationship to theory of mind and executive control. Development and Psychopathology, 18, 77–128.\nPennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathologies. Journal of Child Psychology and Psychiatry 37, 51–87.\nPeppe, S., McCann, J., Gibbon, F., O’Hare, A., & Rutherford, M. (2007). Receptive and expressive prosodic ability in children with high-functioning autism. Journal of Speech, Language, and Hearing Research, 50, 1015-1028.\nPѐrez, J. M., Gonzàlez, P. M., Comí, M. L., & Nieto, C. (2007). Early manifestations of autistic spectrum disorder during the first two years of life. In J. M. Pѐrez, P. M. Gonzàlez, M. L. Comí, & C. Nieto (Eds.), New Developments in Autism (pp.33-57). London & Philadelphia: Jessica Kingsley Publishers.\nPiven, J. (2001). The broad autism phenotype: A complementary strategy for molecular genetic studies of autism. American Journal of Medical Genetics, 105, 34–35.\nPrior, M. R. and Hoffmann, W. (1990). Neuropsychological testing of autistic children through an exploration with frontal lobe tests. Journal of Autism and Developmental Disorders 20, 581–590.\nPrizant, B. M. (1996). Brief report: Communication, language, social, and emotional development. Journal of Autism and Developmental Disroders, 26, 173-178.\nPuig-Antich, J., & Chambers, W. (1978). The Schedule for Affective Disorders and Schizophrenia for School-Age Children—Epidemiologic Version (K-SADS-E). New York: New York State Psychiatric Institute, Biometrics Research.\nQu, L. (2011). Two is better than one, but mine is better than ours: preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108, 549–566.\nRaaijmakers, M. A. J., Smidts, D. P., Sergeant, J. A., Maassen, G. H., Posthumus, J. A., & van Engeland, H., et al. (2008). Executive function in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36, 1097-1107.\nRhodes, S. M., Park, J., Seth, S., & Coghill, D. R. (2012). A comprehensive investigation of memory impairment in attention deficit hyperactivity disorder and oppositional defiant disorder. Journal of Child Psychology and Psychiatry, 53, 128-137.\nRobbins, T. W., James, M., Owen, A. M., Sahakian, B. J., McInnes, L., & Rabbitt, P. (1994). Cambridge Neuropsychological Test Automated Battery (CANTAB): A factor analytic study of a large sample of normal elderly volunteers. Dementia, 5, 266–281.\nRoberts, A. C., Robbins, T. W., & Weiskrantz, L. (1998). The prefrontal cortex. Executive and cognitive functions. Oxford: Oxford University Press.\nRobins, T. W., James, M., Owen, A. M., Sahakian, B. J., Lawrence, A. D., & Mcinnes, L., et al. (1998). A study of performance on tests from CANTAB battery sensitive to frontal lobe dysfunction in a large sample of normal volunteers: Implications for theories of executive functioning and cognitive aging. Journal of the International Neuropsychological Society, 4, 474-490.\nRobinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition, 71, 362-368.\nRogers, S. J. (1998). Neuropsychology of autism in young children and its implications for early intervention. Mental Retardation and Developmental Disabilities Research Reviews, 4, 104–112.\nRogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36, 1007-1024.\nRoskam, I., Stievenart, M., Meunier, J. C., & Noël, M. P. (2014). The development of children’s inhibition: does parenting matter? Journal of Experimental Child Psychology, 122, 166–182.\nRowe, R., Maughan, B., Pickles, A., Costello, E. J., & Angold, A. (2002). The relationship between DSM-IV oppositional defiant disorder and conduct disorder: Findings from the Great Smoky Mountains Study. Journal of Child Psychology and Psychiatry, 43, 365-373.\nRuble, L., McDuffie, A., King, A. S., & Lorenz, D. (2008). Caregiver responsiveness and social interaction behaviors of young children with autism. Topics in Early Childhood Special Education, 28, 158–170.\nRumsey, J. M. (1985). Conceptual problem-solving in highly verbal, nonretarded autistic men. Journal of Autism and Developmental Disorders, 15, 23–36.\n\nRussell, J., Jarrold, C., & Henry, L. (1996). Working memory in children with autism and with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 37, 673–686.\nSaulnier, C. A., & Klin, A. (2007). Brief report: Social and communication abilities and disabilities in higher functioning individuals with autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 37, 788-793.\nScheeren, A. M., Koot, H. M., & Begeer, S. (2012). Social interaction style of children and adolescents with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 2046-2055.\nSchoemaker, K., Bunte, T., Wiebe, S. A., Espy, K. A., Dekovic, M., & Matthys, W. (2012). Executive function deficits in preschool children with ADHD and DBD. Journal of Child Psychology and Psychiatry, 53, 111-119.\nSchwenck, C., Mergenthaler, J., Keller, K., Zech, J., Salehi, S., & Taurines, R., et al. (2012). Empathy in children with autism and conduct disorder: group-specific profiles and developmental aspects. Journal of Child Psychology and Psychiatry, 53, 651–659.\nSeguin, J. R., Boulerice, B., Harden, P. W., Tremblay, R. E., & Pihl, R. O. (1999). Executive function and physical aggression after controlling for attention deficit hyperactivity disorder, general memory, and IQ. Journal of Child Psychology and Psychiatry, 40, 1197-1208.\nSerra, M., Althaus, M., de Sonneville, L. M. J., Stant, A. D., Jackson, A. E., & Menderaa, R. B. (2003). Face recognition in children with a pervasive developmental disorder not otherwise specified. Journal of Autism and Developmental Disorders, 33, 303–317.\nShallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of London B, 298, 199–209.\nShang, C. Y., Gau, S. S., Soong, W. T. (2006). Association between childhood sleep problems and perinatal factors, parental mental distress and behavioral problems. Journal of Sleep Research, 15, 63-73.\nShattuck, P. T., Seltzer, M. M., Greenberg, J. S., Orsmond, G. I., Bolt, D., & Kring, S., et al. (2007). Change in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 37, 1735-1747.\nSinzig, J., Morsch, D., Bruning, N., Schmidt, M. H., & Lehmkuhl, G. (2008). Inhibition, flexibility, working memory and planning in autism spectrum disorders with and without comorbid ADHD-symptoms. Child and Adolescent Psychiatry and Mental Health, 2:4.\nSkuse, D. H., Mandy, W., Steer, C., Miller, L. L., Goodman, R., & Lawrence, K., et al. (2009). Social communication competence and functional adaptation in a general population of children: Preliminary evidence for sex-by-verbal IQ differential risk. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 128-137.\nSmalley, S. L., Asarnow, R. F., & Spence, A. (1988). Autism and genetics. Archives of General Psychiatry, 45, 953–961.\nSolomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649-668.\nSparks, B. F., Friedman, S. D., Shaw, D. W., Aylward, E. H., Echelard, D., & Artru, A. A., et al. (2002). Brain structural abnormalities in young children with autism spectrum disorder. Neurology, 59, 184-192.\nSteiner H, & Remsing L. (2007). Practice parameter for the assessment and treatment of children and adolescents with oppositional defiant disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 46,126–41.\nStone, V. E., Baron–Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of Cognitive Neuroscience, 10, 640–656.\nStorch, E. A., Arnold, E. B., Jones, A. M., Ale, C. M., Wood, J. J., & Ehrenreich-May, J., et al. (2012). The role of co-occurring disruptive behavior in the clinical presentation of children and adolescents with anxiety in the context of autism spectrum disorders. Child Psychiatry and Human Development, 43, 734-746.\nStuss, D. T., & Knight, R. T. (2002). Principles of frontal lobe function. Oxford: Oxford University Press.\nSwanson J. M. (1992). School-based assessments and interventions for ADD students. Irvine, CA: K.C. Press.\nSzatmari, P., Tuff, L., Finlayson, A. J. and Bartolucci, G. (1990). Asperger’s Syndrome and autism: Neurocognitive aspects. Journal of the American Academy of Child and Adolescent Psychiatry 29, 130–136.\nTravis, F. (1998). Cortical and cognitive development in 4th, 8th and 12th grade students: The contribution of speed of processing and executive function to cognitive development. Biological Psychology, 48, 37–56.\nTremblay, M., Duchesne, S., Vitaro, F., & Tremblay, R. E. (2013). Developmental trajectories of oppositional behavior during elementary school and their risk factors. Journal of Educational and Developmental Psychology, 3, 234-243.\nTurner, M. (1997). Towards an executive dysfunction account of repetitive behavior in autism. In J. Russell (Eds.), Autism as an Executive Disorder (pp. 57–100). New York: Oxford University Press.\nTurner, M. (1999). Annotation: Repetitive behaviour in autism: A review of psychological research. Journal of Child Psychology and Psychiatry, 40, 839–849.\nVan Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorders: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5, 1390-1401.\nVan Goozen, S. H. M., Cohen-Kettenis, P. T., Snoek, H., Matthys, W., Swaab-Barneveld, H., & van Engeland, H. (2004). Executive functioning in children: A comparison of hospitalised ODD and ODD/ADHD children and normal controls. Journal of Child Psychology and Psychiatry, 45, 284-292.\nVenter, A., Lord, C., & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of Child Psychology and Psychiatry, 33, 489–507.\nVolkmar, F., & Mayes, L. (1990). Gaze behaviour in autism. Development and Psychopathology, 2, 61-69.\nWasserman, G. A., Miller, L. S., Pinner, E., & Jaramilo, B. (1996). Parenting predictors of early conduct problems in urban, high-risk boys. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1227–1236.\nWebster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25–43.\nWechsler, D. (1991). Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Psychological Corporation.\nWelsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.\nWerner, E., Dawson, G., Osterling, J., & Dinno, N. (2000). Brief report: Recognition of autism spectrum disorder before one year of age: A retrospective study based on home videotapes. Journal of Autism and Developmental Disorders, 30, 157–162.\nWerner, R. S., Cassidy, K. W., & Juliano, M. (2006). The role of social-cognitive abilities in preschoolers’ aggressive behavior. The British Journal of Developmental Psychology, 24, 775–799.\nWetherby, A. M. (1986). Ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders, 16, 295-316.\nYerys, B. E., Wallace, G. L., Harrison, B., Celano, M. J., Giedd, J. N., & Kenworthy, L. E. (2009). Set-shifting in children with autism spectrum disorders: Reversal shifting performance correlates with restricted, repetitive behaviors and interests. Autism, 13, 523-538.\nYirmiya, N., Sigman, M., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high-functioning children with autism. Child Development, 63, 150–160.\nZelazo, P. D., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function in childhood. Current Direction in Psychological Science, 7, 121-126.\nZwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23, 143-152. | 描述: | 碩士 國立政治大學 心理學研究所 100752004 102 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0100752004 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| 200401.pdf | 1.95 MB | Adobe PDF2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.