Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-Management of Daily Life Tasks for Diploma-Track Autistic Youth

Autor/inn/en	Munsell, Elizabeth G. S.; Orsmond, Gael I.; Fulford, Daniel; Coster, Wendy J.
Titel	Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-Management of Daily Life Tasks for Diploma-Track Autistic Youth
Quelle	(2021), (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Metacognition; Self Management; Autism; Pervasive Developmental Disorders; Interpersonal Communication; Executive Function; Predictor Variables; Age Differences; Psychological Patterns; Adolescents; Daily Living Skills; Secondary School Students; Students with Disabilities; Communication Skills; Depression (Psychology); Learning Disabilities; Comorbidity; Anxiety Disorders; Pediatric Evaluation of Disabilities Inventory + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Autismus; Interpersonale Kommunikation; Prädiktor; Age; Difference; Age difference; Altersunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alltagsfertigkeit; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kommunikationsstil; Learning handicap; Lernbehinderung
Abstract	Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. [This is the advance online version of an article published in "Journal of Autism and Developmental Disorders."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01