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Language, Social, and Executive Functions in High Functioning Autism: A Continuum of Performance



Language and Executive Functions in High Functioning Autism Landa and Goldberg Rebecca J. Landa Landa@KennedyKrieger.org Melissa C. Goldberg The Johns Hopkins School of Medicine Baltimore MD USA Center for Autism and Related Disorders Kennedy Krieger Institute 3901 Greenspring Avenue Baltimore MD 21211 USA This study examined language and executive functions (EF) in high-functioning school-aged individuals with autism and individually matched controls. Relationships between executive, language, and social functioning were also examined. Participants with autism exhibited difficulty on measures of expressive grammar, figurative language, planning, and spatial working memory. A mixed profile of impaired and enhanced abilities was noted in set-shifting. While controls showed the typical increase in errors when shifting sets from an intra-dimensional to an extra-dimensional stimulus, this pattern was not noted in participants with autism. Relationships between EF, language, and social performance were weak to non-existent. Implications for theories of core deficit in autism and dissociable nature of the language and executive impairments in autism are discussed.



Journal of Autism and Developmental DisordersSpringer Journals

Published: Oct 1, 2005

DOI: 10.1007/s10803-005-0001-1

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