Bristow, EK;
(2016)
Developing and Piloting a New Measure of Executive Functioning for Children with Autism Spectrum Disorder (ASD).
Doctoral thesis , UCL (University College London).
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Abstract
Aims: To develop and pilot the Ecologically-Valid Test of Executive Dysfunction (Eco-TED) for children with Autism Spectrum Disorder (ASD) Method: Seven different Eco-TED tasks were developed as part of a joint project. The current study is concerned with three of these: the Consent Form Test and the School Bag and Lego Tasks. Twenty children with ASD and 20 age and IQ-matched controls completed the Eco-TED, as well as two already-developed executive function tasks: the Zoo Map and Six Part Tests from the Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS-C). Participants were between 8 and 13 years old and had an IQ > 70. A variety of parent-report questionnaires were also administered. Fourteen participants repeated the Eco-TED approximately one month later to assess test-retest reliability. The data were analysed using both raw and empirically derived deficit scores. Individual variability in performance was explored, as well as correlations between outcome measures and retest scores. Results: No group differences were found when raw scores were analysed. Using deficit scores, group differences were found for the School Bag and Lego Tasks: composite scores indicated that ASD participants were more impaired than controls. Test-retest correlations were low and Eco-TED scores did not generally correlate with BADS-C scores, age or IQ. Conclusion: Significant differences in impairment were found for the School Bag and Lego Tasks using a deficit scoring method. It seems likely that at least planning, prospective memory, working memory, attention, inhibition and interference control are implicated. The extent to which the Eco-TED correlates with everyday outcome variables, its criterion validity and test-retest reliability all require further investigation.
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