000147250 001__ 147250
000147250 005__ 20250923084439.0
000147250 0247_ $$2doi$$a10.3390/children11121468
000147250 0248_ $$2sideral$$a141086
000147250 037__ $$aART-2024-141086
000147250 041__ $$aeng
000147250 100__ $$0(orcid)0000-0002-6190-245X$$aAcero-Ferrero, Marian$$uUniversidad de Zaragoza
000147250 245__ $$aExecutive Functions Assessment in a Child with Autism: A Pilot Single-Case Study from a Longitudinal and Mixed Methods Approach
000147250 260__ $$c2024
000147250 5060_ $$aAccess copy available to the general public$$fUnrestricted
000147250 5203_ $$aAlthough the literature confirms executive deficits in individuals with autism spectrum disorder (ASD) that hinder adaptation, evidence-based intervention programs targeting this area are scarce, and even fewer have evaluated their effectiveness. Objectives: This study aimed to assess a pilot program designed to improve the executive functions of a child five years and nine months in age with ASD. Methods: To evaluate the effects of the intervention, observational methodology was used, which is considered a mixed method in itself as it integrates both qualitative and quantitative elements in its various phases. Specifically, an idiographic, longitudinal, and multidimensional design was followed. A lag sequential analysis was conducted using GSEQ software Version 5.1, enabling us to study changes in the executive functions of a child before, during, and after the intervention, including whether its effects are sustained over time. Results: The sequential patterns obtained indicate more appropriate and complex executive functioning after the three-month intervention, specifically increased cognitive flexibility, improved self-regulation, more accurate evaluation, and progress in inhibitory processes. However, these improvements do not persist over time. Conclusion: This study contributes to the scarcely explored field of executive function interventions in children with ASD, although it is necessary to consider the generalization of the results to other contexts, such as family and school, during interaction with peers.
000147250 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-23R
000147250 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000147250 590__ $$a2.1$$b2024
000147250 592__ $$a0.674$$b2024
000147250 591__ $$aPEDIATRICS$$b61 / 191 = 0.319$$c2024$$dQ2$$eT1
000147250 593__ $$aPediatrics, Perinatology and Child Health$$c2024$$dQ2
000147250 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000147250 700__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000147250 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000147250 773__ $$g11, 12 (2024), 1468 [25 pp.]$$pChildren (Basel)$$tChildren$$x2227-9067
000147250 8564_ $$s6838707$$uhttps://zaguan.unizar.es/record/147250/files/texto_completo.pdf$$yVersión publicada
000147250 8564_ $$s2672614$$uhttps://zaguan.unizar.es/record/147250/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000147250 909CO $$ooai:zaguan.unizar.es:147250$$particulos$$pdriver
000147250 951__ $$a2025-09-22-14:49:16
000147250 980__ $$aARTICLE