[Diagnostic stability of children with autism spectrum disorder in adolescence (ASD). Executive, socio-adaptive and behavioral functioning].

The characteristics of individuals with persistent ASD (ASD-P) and remittent ASD (ASD-R) are little known. This longitudinal study had three objectives 1) To determine the persistence and recovery in children with autism spectrum disorder diagnosis in adolescence: 2) To compare executive functioning (EF), socio-adaptive and behavioral manifestations of ASD-P and ASD-R adolescents; and 3) to identify the percentage of normalized individuals in ADS-P and ADS-R groups in EF, socio-adaptive and behavioral manifestation in childhood and adolescence. The sample at T1 was comprised of 45 children with ASD (aged 7-11), maintaining 32 ASD diagnosis five years later.

Pragmatic competence of children with autism spectrum disorder. Impact of theory of mind, verbal working memory, ADHD symptoms, and structural language.

The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators.

ADHD Symptoms and peer problems: Mediation of executive function and theory of mind.

Background: The social maladjustment suffered by many children with attention deficit hyperactivity disorder (ADHD) is maintained over time, increasing the risk of subsequent adverse outcomes. The objectives of the study were to explore the mechanisms that operate between ADHD symptoms and social problems with peers, considering the mediation of FE and ToM.

Method: 35 children with ADHD and 37 with typical development matched in age and IQ were compared.

[Relationships between language disorders and socio-emotional competence].

Introduction: The rate of comorbidity between language disorders and behavioural, emotional and social problems is high.

Aim: To review the literature on the social and emotional difficulties of children with specific language impairment from a developmental perspective.

Development: In early childhood, findings concerning this kind of difficulties in children with delayed language development are not conclusive.

[Autism and attention deficit hyperactivity disorder: similarities and differences in executive functioning and theory of mind].

Introduction: Although the DSM-IV-TR diagnostic criteria do not overlap, the presence of attention deficit hyperactivity disorder (ADHD) symptoms in individuals with a clinical diagnosis of autism is quite high. At the same time, children with ADHD can have autistic traits, the most prevalent being social and communication difficulties. The analysis of the combination of executive functions and theory of mind (ToM) deficits could help to explain the overlap and differentiation between the two disorders.

[Language and executive functioning skills of students with attention deficit/hyperactivity disorder (ADHD), and in reading comprehension difficulties (RCD)].

The aim of this work was to study the specificity of deficits in linguistic and executive functioning of students with ADHD and with RCD and to determine the profile of deficits in the comorbid group (ADHD+RCD). Participants in the study were 84 students, ages 12-16 years divided into four groups with an equal number of subjects (N= 21): ADHD, RCD, ADHD+RCD and comparison group (without ADHD and without RCD). We measured vocabulary, oral comprehension, lexical access, verbal and visual working memory, inhibition and attention.