Cognitive Profiles Based on PASS Theory and Strategy Characteristics as Measured by the Das-Naglieri Cognitive Assessment System: University Students With ADHD and ASD

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  • AOKI Masumi
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • SASAKI Ginga
    Center for Diversity, Accessibility and Career Development, University of Tsukuba Human Science, University of Tsukuba
  • NAKASHIMA Noriko
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • OKAZAKI Shinji
    Human Science, University of Tsukuba
  • TAKEDA Kazunori
    Human Science, University of Tsukuba

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  • ADHDやASDのある大学生の認知特性とこれに関連する方略評価についての検討 ―DN-CAS認知評価システムの年齢外適用を通して―
  • ADHD ヤ ASD ノ アル ダイガクセイ ノ ニンチ トクセイ ト コレ ニ カンレン スル ホウリャク ヒョウカ ニ ツイテ ノ ケントウ : DN-CAS ニンチ ヒョウカ システム ノ ネンレイ ガイ テキヨウ オ トオシテ

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<p>The present study investigated the neuropsychological cognitive characteristics and strategies of university students with attention-deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD). The participants included an ADHD group (n＝10), an ASD group (n＝10), and a typical development group (n＝12). Their Planning, Attention, Simultaneous, and Successive (PASS) standard scores, subtest scores, reported strategies, and observed strategies were assessed on the Planning subtests, using the Das-Naglieri Cognitive Assessment System (DN-CAS) Japanese Edition for Children (even though the participants were university students in their early twenties, on the average), based on the PASS theory of intelligence. The results showed that the standard scores for the Attention scale in the ADHD group were lower than those in the typical development group. This finding supports the difficulty that individuals with ADHD have with attention control, which is the core symptom of ADHD. Moreover, the standard scores for the Planning scale in the ADHD and ASD groups did not differ from the standard scores of the typical development group participants. However, in the ADHD group, the number of reported strategies and the reported and observed strategy scores were lower than those in the typical development group. In the ASD group, the reported and observed strategy scores were lower than those in the typical development group. These findings suggest that students with ADHD may have weaknesses in self-monitoring, that is, in how they consciously perceive, select, and use strategies to achieve goals. The results from the ASD group suggest that many of the students with ASD used different strategies than those used by many of the students with typical development on the Planning subtests.</p>

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