2026-05-23T08:45:13Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/76002023-03-28T00:05:14Zcom_10259_4415com_10259_3989com_10259.4_106com_10259_2604com_10259_4141com_10259_5086com_10259_6688col_10259_4416col_10259_4142col_10259_6689
Gentil Gutiérrez, Ana
Santamaría Peláez, Mirian
Mínguez Mínguez, Luis Alberto
González Santos, Josefa
Fernández Solana, Jessica
González Bernal, Jerónimo
2023-03-27T07:57:36Z
2023-03-27T07:57:36Z
2022-06
http://hdl.handle.net/10259/7600
10.3390/ijerph19137987
1660-4601
Autism spectrum disorders are neurodevelopmental disorders characterized
by deficits in social and communication functioning. Previous studies suggest that people with
autism spectrum disorders have deficits in executive functions, having found a relationship with
cognitive flexibility, planning, working memory, inhibition or self-control, but it is especially with
respect to cognitive flexibility where the greatest dysfunctions have been found. The objective
of this research was to compare the executive functioning of a group of children and adolescents
diagnosed with autism spectrum disorders with another with neurotypical development in an
educational context.
application/pdf
eng
MDPI
International Journal of Environmental Research and Public Health. 2022, V. 19, n. 13, 7987
https://doi.org/10.3390/ijerph19137987
Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
Autism
ASD
Children
School
Executive functions
BRIEF-2
Psicología
Salud
Educación
Psychology
Health
Education
Executive Functions in Children and Adolescents with Autism Spectrum Disorder, Grade 1 and 2, vs. Neurotypical Development: A School View
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
International Journal of Environmental Research and Public Health
19
13