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• W574479205 abstract "Background: Previous research has provided conflicting reports with regards to thefunctioning of the various components of working memory in children withneurodevelopmental disorders, and in particular in those with autism. This researchwas initiated to answer some of the questions raised by these research studies and toprovide a comparison of performance of children with different neurodevelopmentaldisorders on the same measure of working memory.Aim: The purpose of this research was to investigate working memory functioning ofchildren with neurodevelopmental disorders including autism spectrum disorder(ASD), intellectual disability (ID), and specific and language impairment (SLI). Agroup of typically developing (TD) children was also tested for comparison. Thegroups included in the present study were selected with the aim of identifying varyingpatterns or profiles of working memory dysfunction, as a function of the differentlevels of intellectual functioning within these neurodevelopmental groups. The scoresof children with SLI were within the average range on the performance IQ scale(PIQ). Low functioning children with ASD have a Full scale IQ (FSIQ) score of lessthan 70; high functioning children with ASD have a Full Scale IQ score above 70.Children with ID have a FSIQ score of lower than 70. Within each group, there can beconsiderable variation in IQ score, allowing the examination of working memory as afunction of IQ. The research also aimed to explore the relationship betweenintelligence and memory, with particular reference to crystallized and fluidintelligence and processing speed. The present research study also aimed to examineany particular working memory profiles that might characterise each group; thesewere predicted to vary across groups. The hypotheses were generated based onprevious research in this field, which suggests that children with neurodevelopmentaldifficulties demonstrate impairments in memory functioning, particularly affectingworking memory, compared to typically developing children.Method: Data were collected from children in pre-schools and schools located in theMunster region of the Republic of Ireland. In total, 96 children participated, with agesranging from 48 to 192 months. The ASD group consisted of 26 children (23 male; 3female) with an age range of 49-161 months. The group with ID consisted of 32children (21 male; 11 female), with an age range of 56-192 months. The SLI groupconsisted of 15 children (10 male and 5 female) with an age range of 75-154 months.The typically developing children consisted of 23 children (12 male and 11 female)with an age range of 48-190 months. The SLI group had a lower age range whencompared to the other three groups; however, this would not have had any substantialeffect on the outcome of the results as the test batteries used in the research were agenormed. The children were assessed using the Wechsler Intelligence Scale forChildren-IV (WISC-IV) or the Wechsler Preschool and Primary Scale of Intelligence(WPPSI-III), as appropriate for their age, to determine their level of intellectualability. The children with a diagnosis of ASD and SLI were assessed by the relevantprofessionals to confirm their diagnosis. All children were subsequently assessedusing a measure of the components of working memory, the Automated WorkingMemory Assessment (AWMA), in order to identify any relative strengths andweaknesses in their working memory functioning.Results: The results indicate that the high functioning children with ASD performedequally well on almost all the subtests of AWMA when matched with the typicallydeveloping children on IQ and age. There was no difference observed on the memorytasks between the performance of low functioning children with ASD and those withID. The children with ID performed poorly on the memory tasks compared to thechildren with average intelligence. The SLI group showed impairment on the verbalmemory measures and, when IQ was controlled, the SLI group indicated some furtherimpairment on visual spatial tasks when their performance was compared with thetypically developing children. Furthermore, these groups presented their own uniqueprofiles when Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI)and Processing Speed Index (PSI), measures that contribute towards calculating theFull Scale IQ (FSIQ), were statistically controlled. The VCI and PRI are considered tomeasure crystallized and fluid aspects of intelligence respectively. Correlationalanalyses indicated a unique profile for each group.Conclusion: The implications of the findings are discussed with reference to relevantresearch and interventions for children with neurodevelopmental difficulties. Thepresent research highlights the differential performance of the four groups withrespect to working memory, and notes the contribution of intellectual functioning tothe memory dysfunction." @default.
• W574479205 created "2016-06-24" @default.
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• W574479205 date "2011-04-01" @default.
• W574479205 modified "2023-09-27" @default.
• W574479205 title "A Comparative Study of Working Memory in Childrenwith Neurodevelopmental Disorders" @default.
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