An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017-2018)

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Alizadeh Zarei Mehdi; Kheirollahzadeh Mahsa; AMINI MALEK

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Journal Paper

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Journal: Iranian Journal of Psychiatry and Behavioral Sciences Year:2019 | Volume:13 | Issue:3 Page(s): 0-0

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Title

An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017-2018)

Author(s)

Alizadeh Zarei Mehdi | Kheirollahzadeh Mahsa | AMINI MALEK | Issue Writer Certificate

Keywords

Autism Spectrum Disorder

Executive Function

Social Participation

Occupational Therapy

Abstract

Background: One of the Executive Functions affected by Autism Spectrum Disorder is set-shifting. Set-shifting leads to adaptive behaviors in different life situations, including school function. Objectives: Accordingly, this study aimed to examine the relationship between set-shifting and school function in children with Autism Spectrum Disorder. Methods: In this cross-sectional (descriptive-analytic) study, a total of 52 students aged between 7 and 12 years old with Autism Spectrum Disorder were selected through convenient sampling technique in schools specifically for the autistic children in Tehran, Iran (2017-2018). The required data were collected using school function assessment (SFA) and behavior rating inventory of Executive Function (BRIEF) and were analyzed using the Pearson correlation coefficient and regression analysis. Results: The results showed that the shifting subscale of BRIEF has a significant reverse relationship with school function (P< 0. 5). It should be noted that in BRIEF, the higher score indicates further damage. Also, the results of regression analysis revealed a predictive role for set-shifting in the school function of children with Autism Spectrum Disorder ( =-0. 67, P < 0. 05). Conclusions: Set-shifting is associated with the school function of children with Autism Spectrum Disorders. Furthermore, setshifting can predict the school function and autistic children with problems in set-shifting are expected to have a weak school function.

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APA: Copy

Alizadeh Zarei, Mehdi, Kheirollahzadeh, Mahsa, & AMINI, MALEK. (2019). An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017-2018). IRANIAN JOURNAL OF PSYCHIATRY AND BEHAVIORAL SCIENCES (IJPBS), 13(3), 0-0. SID. https://sid.ir/paper/755062/en

Vancouver: Copy

Alizadeh Zarei Mehdi, Kheirollahzadeh Mahsa, AMINI MALEK. An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017-2018). IRANIAN JOURNAL OF PSYCHIATRY AND BEHAVIORAL SCIENCES (IJPBS)[Internet]. 2019;13(3):0-0. Available from: https://sid.ir/paper/755062/en

IEEE: Copy

Mehdi Alizadeh Zarei, Mahsa Kheirollahzadeh, and MALEK AMINI, “An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017-2018),” IRANIAN JOURNAL OF PSYCHIATRY AND BEHAVIORAL SCIENCES (IJPBS), vol. 13, no. 3, pp. 0–0, 2019, [Online]. Available: https://sid.ir/paper/755062/en

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