2026-05-23T08:42:53Zhttps://riubu.ubu.es/oai/request

oai: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. eng http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional Autism ASD Children School Executive functions BRIEF-2 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