Perfil cognitivo del trastorno del espectro autista en población infantojuveniluna revisión sistemática

  1. Patricia Fernández-Alvarado 1
  2. Iban Onandia-Hinchado 2
  1. 1 Universitat Oberta de Catalunya. España
  2. 2 Psicología Amorebieta, España
Revue:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Année de publication: 2022

Titre de la publication: Monográfico “Avances en los trastornos del neurodesarrollo en niños y adolescentes"

Volumen: 9

Número: 3

Type: Article

DOI: 10.21134/RPCNA.2022.09.3.3 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista de Psicología Clínica con Niños y Adolescentes

Résumé

Se han encontrado resultados contradictorios en relación con el perfil cognitivo que caracteriza a la población con trastorno del espectro del autismo (TEA). El objetivo de esta revisión sistemática es sintetizar la evidencia disponible acerca de los déficits cognitivos asociados al TEA infantojuvenil. Se seleccionaron 26 estudios que abarcan los hallazgos de un total de 1229 participantes con diagnóstico TEA y 1052 con desarrollo típico (DT). Se incluyeron los estudios desde 2018 que compararan el rendimiento en dominios cognitivos entre ambas poblaciones. Los resultados sugieren que las personas TEA presentan un funcionamiento cognitivo que difiere significativamente del DT, con alteraciones específicas en determinados subdominios y procesos cognitivos, especialmente relacionado con el modo en que procesan la información, lo que a su vez implica la afectación de otras áreas y dominios como la atención, memoria, funciones ejecutivas, lenguaje y cognición social. Las principales limitaciones de esta revisión son el tamaño de la muestra en relación con la gran variedad de dominios cognitivos estudiados y los constructos teóricos asociados, así como la existencia de un sesgo de género en el diagnóstico de TEA. Este trabajo aporta información útil sobre el perfil cognitivo del TEA, ya que estudiar y delimitar en profundidad la caracterización cognitiva de esta población puede contribuir a mejorar la detección precoz y la eficacia de las intervenciones tanto clínicas como educativas

Références bibliographiques

  • Alsaedi, R.H., Carrington, S., & Watters, J.J. (2020). Behavioral and Neuropsychological Evaluation of Executive Functions in Children with Autism Spectrum Disorder in the Gulf Region. Brain Sciences, 10(2),120. http://doi.org/10.3390/brainsci10020120
  • Amestoy, A., Guillaud, E., Bucchioni, G., Zalla, T., Umbricht, D., Chatham, C., Murtagh, L., Houenou, J., Delorme, R., Ly-le Moal, M., Leboyer, M., Bouvard, M., & Cazalets, J. (2021). Visual attention and inhibitory control in children, teenagers and adults with autism without intellectual disability: results of oculomotor tasks from a 2-year longitudinal follow-up study (InFoR). Molecular Autism, 12(1), 71. https://doi.org/10.1186/ s13229-021-00474-2
  • Baron-Cohen, S., Leslie, A., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37-46. http://doi.org/10.1016/0010- 0277(85)90022-8.
  • Bochynska, A., Coventry, K.R., Vulchanov, V., & Vilchanova, M. (2020). Tell me where it is: Selective difficulties in spatial language on the autism spectrum. Autism, 24(7), 1740-1757. https://doi.org/10.1177/1362361320921040
  • Bottema-Beutel, K. (2016). Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis. Autism Research, 9(10), 1021-1035. https://doi.org/10.1002/aur.1624
  • Boxhoorn, S., Lopez, E., Schmidt, C., Schulze, D., Hänig, S., & Freitag, C.M. (2018). Attention profiles in autism spectrum disorder and subtypes of attention‐deficit/hyperactivity disorder. European Child & Adolescent Psychiatry, 27, 1433-1447 https://doi.org/10.1007/s00787-018-1138-8
  • Brodeur, D. A., Stewart, J., Dawkins, T., & Burack, J.A. (2018). Utilitarian Attention by Children with Autism Spectrum Disorder on a Filtering Task. Journal of Autism and Developmental Disorders, 48, 4019-4027. https://doi.org/10.1007/s10803-018-3619-5
  • Bullen, J.C., Swain Lerro, L., Zajic, M., McIntyre, N., & Mundy, P. (2020). A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development. Journal of Autism and Developmental Disorders, 50, 4463-4476. https://doi.org/10.1007/s10803-020-04500-9
  • Cardillo, R., Lanfranchi, S., & Mammarella, I. C. (2019). A cross-task comparison on visuospatial processing in autism spectrum disorders. Autism, 0(0), 1-15. https://doi.org/10.1177/1362361319888341
  • Cardillo, R., Lievore, R., & Mammarella, I. C. (2021). Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey–Osterrieth complex figure test? Autism Research, 0(0),1-13. https://doi.org/10.1002/aur.2717
  • Christensen, D. L., Baio, J., Braun, K. V. N., Bilder, D., Charles, J., Constantino, J. N., y Yeargin-Allsopp, M. (2018). Prevalence and characteristics of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65(3), 1–23. https://doi.org/10.15585/ mmwr.ss6503a1
  • Davidson, M.M., Kaushanskaya, M., & Weismer, S.E. (2018). Reading Comprehension in Children with and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. Journal of Autism and Developmental Disorders, 48(10), 3524-3541. https://doi.org/10.1007/ s10803-018-3617-7
  • da Costa Santos, C. M., de Matteos Pimenta, C.A., & Cuce Nobre, M. R. (2007). Estrategia PICOS para la construcción de la pregunta de investigación y la búsqueda de evidencias. Revista LatinoAmericada de Enfermagem, 15(3), 1038-1042.
  • Demetriou, E., Lampit, A., Quintana, D., Naismith, S., Song, Y., Pye, J., & Guastella, A. (2018). Autism spectrum disorders: A meta-analysis of executive function. Molecular Psychiatry, 23(5), 1198–1204. https://doi.org/10.1038/ mp.2017.75
  • Desaunay, P., Postel, C., Bensaber, F., Gonneaud, J., Baleyte, J.M., Anger, M., Guénolé, F., Malvy, J., Bonnet-Brilhault, F., Eustache, F., Desgrangez, B., & Guillery-Girard, B. (2019). Prospective Memory in Adolescents with Autism: A Preliminary Study of the Impact of Memory Load. Developmental neuropsychology, 44(8), 543-553. https://doi.org/10.1080/8756564 1.2019.1692020
  • Eigsti I., de Marchena, A.B., Schuh J.M., & Kelley E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Res Autism Spectrum Disorder, 5(2), 681-691. https://doi.org/10.1016/j. rasd.2010.09.001
  • Friedman, L., & Sterling, A. (2019). A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder. Seminars in Speech and Language, 40(4), 291-304.
  • Fucà, E., Lazzaro, G., Costanzo, F., Di Vara, S., Menghini, D., & Vicari, S. (2021). Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study. Journal of Clinocal Medicine, 10(18), 4283. https://doi.org/10.3390/jcm10184283
  • Happè, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25. https://doi.org/110.1007/s10803- 005-0039-0
  • Happè, F., Booth, R., Charlton, R., Hughes, C. (2006). Executive function deficits in autism spectrum disorders and attention-deficit/ hyperactivity disorder: examining profiles across domains and ages. Brain and Cognition, 61(1), 25-39. https://doi.org/10.1016/j.bandc.2006.03.004
  • Henry, L.A., Crane, L., Fesser, E., Harvey, A., Palmer, L., & Wilcock, R. (2020). The narrative coherence of witness transcripts in children on the autism spectrum. Research in Developmental disabilities, 96, 103518. https://doi. org/10.1016/j.ridd.2019.103518
  • Higgins, J. P. T. y Green, S. (2011). Manual Cochrane de revisiones sistemáticas de intervenciones: The Cochrane Collaboration. https://es.cochrane.org/ sites/es.cochrane.org/files/uploads/Manual_Cochrane_510_reduit.pdf
  • Kaale A., Smith L., & Sponheim E. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry, 53(1), 97-105. https://doi. org/10.1111/j.1469-7610.2011.02450.x
  • Kim, K., & Mundy, P. (2012). Joint attention, social-cognition, and recognition memory in adults. Frontiers in Human Neurocience, 6, 172. https://doi.org/ doi: 10.3389/fnhum.2012.00172
  • Kopp, F., & Lindenberger, U. (2011). Effects of joint attention on longterm memory in infants: and eventrelated potentials study. Developmental Science, 14(4), 660-672. https://doi.org/10.1111/j.1467-7687.2010.01010.x
  • Kouklari, E., Tsermentseli, S., & Monks, C.P. (2018). Hot and Cool Executive Function in Children and Adolescents with Autism Spectrum Disorder: Cross Sectional Developmental Trajectories, Child Neuropsychology, 24(8), 1-27. https://doi.org/10.1080/09297049.2017.1391190
  • Lai, C. L. E., Lau, Z., Lui, S. S., Lok, E., Tam, V., Chan, Q., Chen K. M., Lam, S. M., & Cheung, F. C. (2016). Metaânalysis of neuropsychological measures of executive functioning in children and adolescents with highâ functioning autism spectrum disorder. Autism Research, 10(5), 911-939. https://doi. org/10.1002/aur.1723
  • Lai, M., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. The Lancet, 383(9920), 896-910. https://doi.org/10.1016/S0140-6736(13)61539-1
  • Lai, M., Lin, H. y Ameis, S.H. (2022). Towards equitable diagnoses for autism and attention-deficit/hyperactivity disorder across sexes and genders. Curr Opin Psychiatry 1;35(2):90-100. https://doi.org/10.1097/ YCO.0000000000000770
  • Leitner, Y. (2014). The co-occurrence of autism and attention deficit hyperactivity disorder in childrenwhat do we know? Frontiers in Human Neurociences, 8, 268. https://doi.org/10.3389/fnhum.2014.00268
  • Linderman, O., Pines, N., Rueschemeyer, S., and Bekkering, H. (2011). Grasping the others’s attention: the role of animacy in action cuing of joint attention. Vision Research, 51(8), 940–944. https://doi.org/10.1016/j. visres.2010.12.009
  • Liu, T., Wang, P., Yang, Y.C., Hsiao, R.C., Su, Y., Shyi, G.C., & Yen, C. (2019). Deficits in facial emotion recognition and implicit attitudes toward emotion among adolescents with high functioning autism spectrum disorder, Comprehensive Psychiatry, 90, 7–13. https://doi.org/10.1016/j. comppsych.2018.12.010
  • Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E.J.H., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism Spectrum Disorder. Nature Reviews Disease Primers, 6(1), 5. http://doi.org/10.1038/s41572-019-0138-4
  • Marocchini, E., Di Paola, S., Mazzaggio, G., & Domaneschi, F. (2021). Understanding indirect requests for information in highâ functioning autism. Cognitive Processing, 23, 129-153. https://doi.org/10.1007/s10339- 021-01056-z
  • Martos-Pérez, J. (2008). Attention processes in autism. Revista de Neurología, 46 (1), 69-70. https://doi.org/10.33588/rn.46S01.2008010
  • Martos-Pérez, J., & Paula-Pérez, I. (2011). Una aproximación a las funciones ejecutivas en el trastorno del espectro autista. Revista de neurología, 52(1), 147-153. https://doi.org/10.33588/rn.52S01.2010816
  • Mecca, T. P., Orsati, F. T., & de Macedo, E. (2014). Non-Verbal Cognitive Profile of Young Children with Autism Spectrum Disorders. Psychology, 5(11), 1404-1417. http://dx.doi.org/10.4236/psych.2014.511151
  • Miranda-Casas A., Baixauli-Fortea I., Colomer-Diago C., Roselló-Miranda B. (2013). Autismo y trastorno por déficit de atención/hiperactividad: convergencias y divergencias en el funcionamiento ejecutivo y la teoría de la mente. Revista de Neurología, 57(1), 177-184. https://doi.org/10.33588/ rn.57S01.2013279
  • Mundy, P. (2017). A review of joint attention and social-cognitive brain systems in typical development and autism spectrum disorder. The European Journal of Neuroscience, 27(4), 409-420. https://doi.org/10.1111/ejn.13720
  • Mundy, P., Sullivan, L., and Mastergeorge, A. (2009). A parallel and distributed processing model of joint attention and autism. Autism Research, 2(1), 2-21. https://doi.org/10.1002/aur.61
  • Nedelcu, D. G., & Buceta-Cancela, M. J. (2012). The cognitive profile of the children with Asperger´s disorder and high functioning autism, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 34(1), 103-116.
  • Ortiz Cruz, E., Ayala Guerrero, F., Reyes Aguilar, A., López García, R., & Mexicano Medina, G. (2013). Evaluación de las funciones cognoscitivas en niños con trastornos del espectro autista. Revista Neuropsicología Latinoamericana, 5(4), 53-60. http://doi.org/10.5579/rnl.2013.0149
  • Overweg, J., Hartman, C.A., & Hendriks, P. (2018). Children with autism spectrum disorder show pronoun reversals in interpretation, Journal of Abnormal Psychology, 127(2), 228-238. https://doi.org/10.1037/ abn0000338
  • Ozonoff S., South M., Provencal S. (2005). Executive functions. En Volkmar F., Paul R., Klin A., Cohen D. Handbook of autism and developmental disorders (pp. 606-27). Wiley.
  • Page, M.J., McKenzie, J.E., Bossuyt, P. M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A. et al. (2020). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. British Medical Journal, 372, 71 https://doi.org/10.1136/bmj.n71
  • Pérez-Rivero, P., & Martínez-Garrido, L. (2014). Perfiles cognitivos en el Trastorno Autista de Alto Funcionamiento y el Síndrome de Asperger. CES Psicología, 7(1), 141-155.
  • Price, J.R., Martin, G.E., Chen, K., & Jones, J.R. (2019). A Preliminary Study of Writing Skills in Adolescents with Autism Across Persuasive, Expository, and Narrative Genres. Journal of Autism and Developmental Disorders, 50(1), 319–332. https://doi.org/10.1007/s10803-019-04254-Z
  • Rabiee, A., Samadi, S. A., Vasaghi-Gharamaleki, B., Hosseini, S., Seyedin, S., Keyhani, M., Mahmoodizadeh, A., Kermani, F. (2019). The Cognitive Profile of People with High-Functioning Autism Spectrum Disorders. Behavioral Sciences, 9(2), 20. https://doi.org/10.3390/bs9020020
  • Rieffe, C., O´Connor, R., Bülow, A., Willems, D., Hull, L., Sedgewick, F., Stockmann, L., & Blijd-Hoogewys, E. (2020). Quantity and quality of empathic responding by autistic and non-autistic adolescent girls and boys. Autism, 25(1), 199-209.
  • Ruggieri, V. L. (2006). Procesos atencionales y trastornos por déficit de atención en el autismo. Simposio de trastornos del desarrollo. Revista de Neurología, 42(3), 51-56. https://doi.org/10.33588/rn.42S03.2006024
  • Russell, J. (2000). El autismo como trastorno de la función ejecutiva. Madrid: Editorial Médica Panamericana.
  • Russell, G., Steer, C., & Golding, J. (2011). Social and demographic factors that influence the diagnosis of autistic spectrum disorders. Social Psychiatry and Psychiatric Epidemiology, 46(12), 1283-1293. https://doi.org/10.1007/ s00127-010-0294-z
  • Salcedo-Marín M. D., Moreno-Granados, J., Ruiz-Veguilla, M., Ferrín, M. (2013). Evaluation of planning dysfunction in attention deficit hyperactivity disorder and autistic spectrum disorders using the zoo map task. Child Psychiatry & Human Development, 44(1), 166-85. https://doi. org/10.1007/s10578-012-0317-y
  • Sano, M., Yoshimura, Y., Hirosawa, T., Hasegawa, C., An, K., Tanaka, S., Naitou, N., & Kikushi, M. (2021). Joint attention and intelligence in children with autism spectrum disorder without severe intellectual disability. Autism Research, 14(12), 2603-2612. https://doi.org/ 10.1002/aur.2600
  • Seijas-Gómez, R. (2015). Attention, memory and executive functions in Autism Spectrum Disorders. How much do we go forward since Leo Kanner? Revista Asociación Española Neuropsiquiatría, 35(127), 573-586. http://doi.org/10.4321/S0211-57352015000300009
  • Solomon, M., Iosif, A.M., Krug, M. K., Nordahl, C.W., & Adler, E. (2019). Emotional False Memory in Autism Spectrum Disorder: More Than Spared. Journal of Abnormal Psychology, 128(4), 352-363. http://dx.doi. org/10.1037/abn0000418
  • Song, F., Parekh, S., Hooper, L., Loke, Y. K., Ryder, J., Sutton, A. J., Hing, C., Kwok, C. S., Pang, C., & Harvey, I. (2010). Dissemination and publication of research findings: an updated review of related biases. Health Technology Assessment, 14(8), 1-193. https://doi.org/10.3310/hta14080
  • Subirana, J., Viejo, R., Boixadós, M., Gordóvil, A., & Lubrini, G. (2021). Introducción a los métodos de investigación en neuropsicología. Barcelona: Editorial UOC.
  • Tsatsanis K. D. (2005). Neuropsychological characteristics in autism and related conditions. En: Volkmar, F. R., Paul, R., Klin, A., & Cohen, D. Handbook of autism and pervasive developmental disorders (pp.365-381). Wiley.
  • Vacas, J., Antolí, A., Sánchez-Raya, A., Pérez-Dueñas, C., & Cuadrado, F. (2021). Visual preference for social vs. non-social images in young children with autism spectrum disorders. An eye tracking study, PLOS ONE 16(6), e0252795. https://doi.org/10.1371/journal.pone.0252795
  • Vivanti G., Fanning, P.A.J., Hocking, D.R., Sievers, S., & Dissanayake C. (2017). Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences. Journal of Autismand Developmental Disorders, 47(6),1866-1877. https:// doi.org/10.1007/s10803-017-3106-4
  • Weismer, S.E., Kaushanskaya, M., Larson, C., Mathée, J., & Bolt, D. (2018). Executive Function Skills in School-Age Children with Autism Spectrum Disorder: Association With Language Abilities, Journal of Speech Language and Hearing Research, 61(11), 2641-2658. https://doi.org/10.1044/2018_ JSLHR-L-RSAUT-18-0026
  • Wells, G.A., Shea, B., O’Connell, D., Peterson, J., Welch, V., Losos, M., & Tugwell, P. (2008). The NewcastleOttawa Scale (NOS) for assessing the quality of nonrandomised studies in meta-analyses. http://www.ohri.ca/ programs/clinical_epidemiology/oxford.htm
  • Wiklund, M., & Laakso, M. (2021). Comparison of Disfluent and Ungrammatical Speech of Preadolescents with and without ASD. Journal of Autism and Developmental Disorders, 51, 2773–2789 https://doi.org/10.1007/ s10803-020-04747-2
  • Tan, E., Xueyuan Wu, E., Nishida, T., Huang, D., Chen, Z., & Yi, L. (2018). Analogical Reasoning in Children with Autism Spectrum Disorder: Evidence From an Eye-Tracking Approach. Frontiers in Psychology, 9, 847. https://doi.org/3389/fpsyg.2018.00847
  • Yeung, M. K., & Chan, A. S. (2020). Executive function, motivation, and emotion recognition in highT functioning autism spectrum disorder, Research in Developmental Disabilities, 105, 103730. https://doi. org/10.1016/j.ridd.2020.103730
  • Yoon Kim S., Song D., Kim Y.A., Bong, G., Kim, J. M., Kim, J.H., & Yoo, H. (2020). How Do Children with Autism Spectrum Disorder Encode and Reproduce Visuospatial Stimuli?:Investigation into Visuospatial Processing Abilities and Styles. Korean Neuropsychiatric Association, 17(11), 1105-1117. https://doi.org/10.30773/pi.2020.0189
  • Zhang, M., Jiao, J., Hu, X., Yang, P., Huang, Y., Situ, M., Guo, K., Cai, J., & Huang, Y. (2020). Exploring the spatial working memory and visual perception in children with autism spectrum disorder and general population with high autism-like traits, PLOS ONE, 15(7), e0235552. https://doi. org/10.1371/journal.pone.0235552
  • Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M. S., Saxena S., Yusuf, A., Shih, A., & Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research, 15(5), 1-13. https://doi. org/10.1002/aur.2696
  • Zwaigenbaum, L., Bauman, L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailloux, Z., Smith-Roley, S., Wagner, S., Fein, D., Pierce, K., Buie, T., Davis, P. A., Newschaffer, C., Robins, D., Wetherby, A., Stone, W. L., Yirmiya, N., Estes, A., Hansen, R. L., McPartland, J. C., & Natowicz, M. R. (2015). Early Identification of Autism Spectrum Disorder: Recommendations for Practice and Research. Pediatrics, 136(1),10-40. https://doi. org/10.1542/peds.2014-3667C