Department of Developmental and Educational Psychology, University of Valencia,Valencia, Spain.
Faculty of Psychology, Teaching and Education Sciences, Catholic University of Valencia "San Vicente Mártir", Valencia, Spain.
PLoS One. 2018 Nov 14;13(11):e0207286. doi: 10.1371/journal.pone.0207286. eCollection 2018.
In spite of its importance for education, the relationship between learning behaviors (LB), attention deficit hyperactivity disorder symptoms (ADHD) and executive functioning (EF) in children with autism spectrum disorder (ASD) has hardly been explored. The first objective of the present study was to compare children with ASD without intellectual disability and children with typical development (TD) on ADHD symptoms and learning behaviors: Motivation/competence, attitude toward learning, persistence on the task, and strategy/flexibility. The second objective was to analyze the mediator role of behavioral regulation and metacognition components of EF between ADHD symptoms and learning behaviors in children with ASD. Participants were 89 children between 7 and 11 years old, 52 with ASD and 37 with TD, matched on age and intelligence. Their teachers filled out questionnaires assessing executive functioning as well as learning behaviors. Parents and teachers reported on inattention and hyperactivity/impulsivity behaviors. Compared to children with TD, children with ASD presented significantly more ADHD symptoms and poorer learning behaviors. In addition, there were significant mediation effects of the behavioral regulation index (BRI) and metacognition index (MI) of EF, indicating that both are part of the route through which ADHD symptoms impact to learning behaviors of children with ASD.
尽管学习行为（LB）、注意缺陷多动障碍症状（ADHD）和执行功能（EF）在自闭症谱系障碍（ASD）儿童中的关系对教育很重要，但几乎没有对此进行探讨。本研究的第一个目的是比较无智力障碍的 ASD 儿童和典型发育（TD）儿童的 ADHD 症状和学习行为：动机/能力、学习态度、任务坚持度以及策略/灵活性。第二个目的是分析 EF 的行为调节和元认知成分在 ASD 儿童的 ADHD 症状和学习行为之间的中介作用。参与者为 89 名 7 至 11 岁的儿童，其中 52 名患有 ASD，37 名患有 TD，年龄和智力相匹配。他们的老师填写了评估执行功能以及学习行为的问卷。家长和老师报告了注意力不集中和多动/冲动行为。与 TD 儿童相比，ASD 儿童的 ADHD 症状明显更多，学习行为更差。此外，EF 的行为调节指数（BRI）和元认知指数（MI）具有显著的中介效应，这表明这两者都是 ADHD 症状影响 ASD 儿童学习行为的途径的一部分。
