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      Discrepancies between parents and teachers of students with autism spectrum disorder (ASD) in executive functioning according to the BRIEF Translated title: Discrepancias entre padres y maestros de estudiantes con trastorno de espectro autista (TEA) en funcionamiento ejecutivo según el BRIEF

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          Abstract

          Abstract: One of the critical issues in the assessment of autism spectrum disorder is the behavior exhibited in various developmental contexts, and so the assessment by different informants is important in understanding this disorder. The aim of this study was to analyze parent-teacher agreement on executive functioning assessment in a sample of 43 children with autism spectrum disorder with level 2 severity. For this purpose, scores given by parents and teachers on the BRIEF subscales were compared, and the relationship between these scores was analyzed. The results obtained indicated, first, statistically significant differences between parents and teachers on all the subscales, with teachers reporting greater executive dysfunction in all cases. Second, there were no statistically significant correlations between the scores given by the two informants on almost all the subscales. Overall, these results point to the different perceptions of parents and teachers regarding the executive functioning of children with ASD, which may reflect the relevance or role of these functions in the context where they are assessed.

          Translated abstract

          Resumen: Uno de los puntos críticos en la evaluación del trastorno del espectro autista es la manifestación del comportamiento en varios contextos del desarrollo, por lo que la valoración por parte de diferentes informantes es un aspecto clave. El objetivo de este estudio fue analizar la existencia de discrepancias entre padres y maestros en la evaluación del funcionamiento ejecutivo en una muestra de 43 niños con un trastorno del espectro autista de nivel de gravedad 2. Para ello se compararon las puntuaciones obtenidas en las subescalas del BRIEF entre padres y maestros, y se analizó la relación entre tales puntuaciones. Los resultados obtenidos indicaron, en primer lugar, diferencias estadísticamente significativas entre padres y maestros en todas las escalas, siendo los maestros quienes informaron de una mayor disfunción ejecutiva, y en segundo lugar, la ausencia de correlaciones estadísticamente significativas entre las puntuaciones otorgadas por ambos informantes en casi todas las escalas. Se puede concluir que existen diferencias en cuanto a la percepción que tienen padres y maestros con respecto a las funciones ejecutivas de los niños con TEA, lo que puede estar en consonancia con la relevancia o el papel que tienen estas funciones en el contexto en el que son evaluadas.

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          Executive Functions

          Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
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            On the accuracy of personality judgment: a realistic approach.

            The "accuracy paradigm" for the study of personality judgment provides an important, new complement to the "error paradigm" that dominated this area of research for almost 2 decades. The present article introduces a specific approach within the accuracy paradigm called the Realistic Accuracy Model (RAM). RAM begins with the assumption that personality traits are real attributes of individuals. This assumption entails the use of a broad array of criteria for the evaluation of personality judgment and leads to a model that describes accuracy as a function of the availability, detection, and utilization of relevant behavioral cues. RAM provides a common explanation for basic moderators of accuracy, sheds light on how these moderators interact, and outlines a research agenda that includes the reintegration of the study of error with the study of accuracy.
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              Executive dysfunction in autism☆

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                Author and article information

                Journal
                ap
                Anales de Psicología
                Anal. Psicol.
                Universidad de Murcia (Murcia, Murcia, Spain )
                0212-9728
                1695-2294
                April 2023
                : 39
                : 1
                : 81-87
                Affiliations
                [2] Valencia orgnameUniversitat de Valencia orgdiv1Faculty of Philosophy and Educational Sciences orgdiv2Department of Education and School Management Spain
                [1] Valencia orgnameUniversitat de Valencia orgdiv1Faculty of Psychology and Speech Therapy orgdiv2Department of Developmental and Educational Psychology Spain
                Article
                S0212-97282023000100009 S0212-9728(23)03900100009
                10.6018/analesps.481531
                678f5491-5d30-4db2-834f-7e638863b468

                This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

                History
                : 29 May 2021
                : 02 August 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 55, Pages: 7
                Product

                SciELO Spain

                Categories
                Developmental and Educational Psychology

                Teachers,Parents,Neurodevelopmental disorders,Multi-informant assessment,Executive functioning,Autism spectrum disorder (ASD),Trastornos del neurodesarrollo,Trastorno del espectro autista (TEA),Padres,Evaluación multi-informante,Funcionamiento ejecutivo,Maestros

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