Associations among parent and teacher ratings of systemizing, vocabulary and executive function in children with autism spectrum disorder

A latent profile analysis of empathizing-systemizing cognitive style among Chinese children aged 6 - 12 years: Links to intelligence, executive function, and autistic traits

Background

Empathizing and systemizing abilities are respectively associated with key developmental outcomes like intelligence, executive function, and autistic traits, particularly in typically developing (TD) children. However, how specific cognitive styles-defined by the balance between empathizing and systemizing-relate to these outcomes remains unclear.

Methods

We conducted a latent profile analysis on 502 TD children aged 6‒12 years to identify cognitive styles based on multiple dimensions of empathizing and systemizing, measured by the Children's Empathy Quotient and Systemizing Quotient. Intelligence, executive function, and autistic traits were assessed using the Wechsler Intelligence Scale for Children (Fourth Edition), the Behavior Rating Inventory of Executive Function, and the Social Responsiveness Scale, respectively.

Results

Four cognitive styles emerged: High B (high empathizing and systemizing), E-dominance (empathizing-dominant), S-dominance (systemizing-dominant), and Low B (low empathizing and systemizing). The High B and E-dominance groups showed higher full-scale intelligence and verbal comprehension scores compared to the Low B group. In executive function, the Low B and S-dominance groups displayed more impairments, particularly in inhibitory control, emotional regulation, and overall executive function. For autistic traits, the S-dominance group showed higher levels of both social-communication difficulties and autistic mannerisms, while the Low B group primarily displayed increased social-communication challenges.

Conclusion

Cognitive styles marked by high empathizing and systemizing ability correlate with stronger intelligence and social-communication skills, while a systemizing-dominant profile may lead to executive function difficulties and elevated autistic traits. These findings emphasize the role of cognitive styles in developmental outcomes, with implications for tailored educational and clinical interventions.

Water-Based Exercise Therapy And Improvement In The Motor Skills And Cognitive Function Of Children With Autism Spectrum Disorder: A Commentary

Background — Motor and cognitive dysfunction are common impairments experienced by children with a diagnosis of autism spectrum disorder (ASD). Objective: The main aim of this study was to present suggestions for the incorporation of water-based exercises in rehabilitation for the children with ASD. Methods — Researchers collected the current available data regarding novel methods of water-based exercise therapy for the children with ASD to address motor and cognitive function. Results — Children with a diagnosis of ASD face a number of common challenges that may be addressed by the utilization of aquatic therapy in their rehabilitation plan. Challenges commonly experienced by children with ASD may be addressed by properties of water and aquatic therapies. Presently, aquatic therapy is an underutilized resource as an intervention in the population of children with ASD. Conclusions — Water-based interventions is currently underutilized as a therapeutic intervention should be considered for individuals with a diagnosis of ASD.