000130568 001__ 130568 000130568 005__ 20250121144845.0 000130568 0247_ $$2doi$$a10.1080/02109395.2017.1295574 000130568 0248_ $$2sideral$$a99737 000130568 037__ $$aART-2017-99737 000130568 041__ $$aeng 000130568 100__ $$0(orcid)0000-0002-6190-245X$$aAcero-Ferrero, M.$$uUniversidad de Zaragoza 000130568 245__ $$aTransferring learning to everyday life in autism spectrum disorder through an Executive Functions training programme / Generalización del aprendizaje a la vida cotidiana en trastorno del espectro autista a través de un programa de entrenamiento en Funciones Ejecutivas 000130568 260__ $$c2017 000130568 5060_ $$aAccess copy available to the general public$$fUnrestricted 000130568 5203_ $$aExecutive dysfunctions are present in numerous disorders, including autism. One of the main limitations of the tests traditionally used to measure executive functioning is that they are poorly adjusted to the demands of real life. This study shows the ability of seven children with autism, aged between five and 12 (M = 7.7, SD = 2.0), to transfer the executive skills they learnt in an executive functions training programme to everyday life. For the study the participants’ parents and teachers were asked to fill out the Childhood Executive Functioning Inventory (CHEXI) questionnaire before and after the intervention. The results of the pre-test-post-test analysis in both groups of respondents show statistically significant differences in the two questionnaire factors: Total working memory and Total inhibition. The need to focus assessment and intervention for people with autism on difficulties in everyday executive functioning for optimal psycho-social adaptation of the individual to their environment is emphasized. 000130568 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2011-SOC-02$$9info:eu-repo/grantAgreement/ES/MINECO/PSI2015-71947-REDT$$9info:eu-repo/grantAgreement/ES/MINECO/DEP2015-66069-P$$9info:eu-repo/grantAgreement/ES/DGA/S56$$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2014-SOC-03 000130568 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/ 000130568 590__ $$a0.418$$b2017 000130568 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b123 / 135 = 0.911$$c2017$$dQ4$$eT3 000130568 592__ $$a0.222$$b2017 000130568 593__ $$aPsychology (miscellaneous)$$c2017$$dQ3 000130568 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion 000130568 700__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, E.$$uUniversidad de Zaragoza 000130568 700__ $$0(orcid)0000-0003-2743-2965$$aBravo-Álvarez, M.-Á.$$uUniversidad de Zaragoza 000130568 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000130568 773__ $$g38, 2 (2017), 523-536$$pEstud. psicol.$$tESTUDIOS DE PSICOLOGIA$$x0210-9395 000130568 8564_ $$s322233$$uhttps://zaguan.unizar.es/record/130568/files/texto_completo.pdf$$yPostprint 000130568 8564_ $$s1896931$$uhttps://zaguan.unizar.es/record/130568/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint 000130568 909CO $$ooai:zaguan.unizar.es:130568$$particulos$$pdriver 000130568 951__ $$a2025-01-21-14:47:39 000130568 980__ $$aARTICLE