Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder

Gardiner, Emily; Iarocci, Grace

doi:10.1002/aur.1877

Cited by 76 publications

(63 citation statements)

References 60 publications

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“…Nevertheless, our results seem to be consistent with previously reported findings that metacognitive abilities (which include working memory along other EF skills) predicted conceptual skills 36,37,39,40 , and other studies that found inhibition 41 and flexibility 42 to be significantly correlated with conceptual skills. Interestingly, all studies that found metacognitive abilities as better predictors of conceptual skills used caregiver (mostly parents) reports of everyday executive functions 36,37,39,40 , while the studies that highlighted the importance other core EF: inhibition 41 and flexibility 42 , used tests that measured EF directly in the participant. Based on this, we hypothesised that working memory would play a more significant role in the execution of activities related to conceptual skills at home, a more predictable setting where the need to learn and perform new skills occurs less frequently than in a school setting.…”

Section: Discussionsupporting

confidence: 93%

Different abilities needed at home and school: The relation between executive function and adaptive behaviour in adolescents with Down syndrome

Sabat

Arango

Tassé

et al. 2020

Sci Rep

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Studies have shown that executive function abilities are related and have predictive power over adaptive behaviour in both typical and atypical populations. This study examined the relationship between executive functioning and adaptive behaviour in adolescents with Down syndrome, as it has not been studied before in this population. We propose and test a model of how each core EF (i.e., working memory, inhibition, and flexibility) contributes to each domain of AB (i.e., conceptual, social, and practical). We found that parent reported Conceptual skills were related to working memory, while teacher reported Conceptual and Practical skills were related to inhibition and flexibility. We hypothesise that these findings are related to the different requirements and expectations of the home and school environments: the more predictable home environment requires the adolescent to rely on working memory for his everyday activities, while the changing and challenging school environment requires the inhibition common behaviours and to flexibly change actions to be successful. Down syndrome (DS) is the most common chromosomal disorder, with a total mean prevalence (live, stillbirths and termination of pregnancies) of about 18.2 in 10,000 births 1. In most cases, DS is caused by an extra copy of all or part of chromosome 21 2 , and it is considered one of the leading genetic causes of intellectual disability (ID) 3 , as cognitive functioning and adaptive behaviour (AB) seem to be somehow affected by the condition 2,4. Regarding cognitive functioning, executive function (EF) appears as a set of skills that have consistently been shown to be different in people with DS when compared to typically developing (TD) children and adults 4-6. EF is a set of top-down skills used in the conscious control of attention, thoughts, and actions, when relying on our automatic processes would be unwise, insufficient, or impossible 7,8. The three core EFs include working memory (i.e., the ability to hold information in mind and mentally work with it 9), inhibition (i.e., the capacity to override automatic or impulsive responses, thoughts, or emotions, in order to act according to one's goals and/or what is appropriate for the situation 7,10), and cognitive flexibility (i.e., the ability that allows for change in perspectives, means to reach a goal, or the goal itself, in order to optimize resources and/or more effective use of the feedback from the environment 7,10). These abilities form the foundation from which higher order cognitive processes, such as reasoning, problem solving, and planning are built. This multidimensional approach to EF has been supported by studies in children 11,12 and adults 13. Studies that have explored EF in DS have reported that children and adolescents with DS have overall difficulties in EF, but with an age dependent profile of strengths and weaknesses across the different dimensions. Two studies with preschool children with DS 6,14 reported greater difficulties in working memory, planning, and inhibition, compa...

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Section: Discussionsupporting

confidence: 93%

Different abilities needed at home and school: The relation between executive function and adaptive behaviour in adolescents with Down syndrome

Sabat

Arango

Tassé

et al. 2020

Sci Rep

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“…The present study also found that prior estimates of everyday EF were predictive of key outcomes in ASD: emotional (i.e., anxiety/depression symptoms), behavioral (i.e., aggressive/oppositional behavior) and overall social functioning, consistent with the recent study by Gardiner and Iarocci (2018) of youth with ASD at a single time point. Specifically, behavioral regulation (i.e., BRIEF BRI) difficulties at baseline predicted internalizing symptoms (anxiety and depression) 2 years later in children with ASD.…”

Section: Discussionsupporting

confidence: 90%

Longitudinal Examination of Everyday Executive Functioning in Children With ASD: Relations With Social, Emotional, and Behavioral Functioning Over Time

et al. 2018

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Executive functioning (EF) deficits are well-documented in Autism Spectrum Disorder (ASD), yet little is known about the longitudinal trajectory of “everyday” EF and links to social, emotional and behavioral outcomes in ASD. This study examined the profile of everyday EF utilizing parent-reported measures over 2 years, and explored whether prior estimates of EF were related to later co-morbid psychopathology and social functioning in 39 children with ASD and 34 typically developing (TD) children (ages 7–14 years). According to parent reports, children with ASD had impaired scores of EF in all domains at both time points, and showed no significant improvement across 2 years, compared to controls. Regression analyses showed that prior estimates of behavior regulation difficulties at time 1 uniquely predicted later emotional (i.e., symptoms of anxiety/depression) and behavioral (i.e., oppositionality/aggressiveness) problems in children with ASD 2 years later. Furthermore, an improvement of metacognitive skills predicted a reduction of social difficulties over 2 years in ASD. These results imply that EF may be a potential target of intervention for preventing and reducing co-morbid psychopathology and promoting social competence in youth with ASD. Furthermore, the findings that EF related to behavior is more critical for later emotional and behavioral functioning, whereas EF related to cognition is more critical for social functioning, indicates that it may be beneficial to tailor treatment. Future studies investigating the effectiveness of EF-based interventions in improving the cognitive, psychological and social outcomes in ASD are of high priority.

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“…The EF challenges that children with ASD face may not be observable in highly structured laboratory settings [Kenworthy, Yerys, Anthony, & Wallace, 2008] but are frequently identified by parents [Gardiner & Iarocci, 2018]. This research examined caregiver reports of everyday EF using the Behavior Rating Inventory of Executive Functioning, Version 2 [BRIEF‐2; Gioia, Isquith, Guy, & Kenworthy, 2015].…”

Section: Introductionmentioning

confidence: 99%

The Role of Executive Functioning in Predicting Social Competence in Children with and without Autism Spectrum Disorder

Fong

Iarocci

2020

Autism Research

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All children with autism spectrum disorder (ASD) experience social difficulties but they differ with regard to the type and severity of their challenges. Potentially powerful interventions targeting social skills in children with ASD may have limited effectiveness if they are not tailored to the child's specific needs. One factor that may influence social competence is executive functioning (EF). EF may impact social competence by facilitating higher-order strategies such as emotional and cognitive regulation which are necessary for social interactions. Participants included 132 children and adolescents, aged 7-13, including 77 with ASD (M = 10.11, SD = 1.94), and 55 without ASD (M = 9.54, SD = 1.67). Caregivers completed the Behavior Rating Inventory of Executive Functioning, Version 2 (BRIEF-2) Parent Form, assessing everyday EF skills, and the Multidimensional Social Competence Scale (MSCS). Hierarchical multiple regression analyses were conducted separately for the group without ASD and the group with ASD, with MSCS entered as the dependent variables and EF indices and scales of the BRIEF-2 as the main predictor variables. EF deficits in emotional control predicted poor emotion regulation for both children with and without ASD. For the group without ASD, better emotional control and initiation skills predicted empathic concern and social knowledge, respectively. Challenges in self-monitoring significantly predicted difficulties with social inferencing and social knowledge for children with ASD. The findings highlight the importance of targeting specific EF skills that contribute to various aspects of social competence to increase the effectiveness of interventions for children with ASD.

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Everyday executive function predicts adaptive and internalizing behavior among children with and without autism spectrum disorder

Cited by 76 publications

References 60 publications

Different abilities needed at home and school: The relation between executive function and adaptive behaviour in adolescents with Down syndrome

Different abilities needed at home and school: The relation between executive function and adaptive behaviour in adolescents with Down syndrome

Longitudinal Examination of Everyday Executive Functioning in Children With ASD: Relations With Social, Emotional, and Behavioral Functioning Over Time

The Role of Executive Functioning in Predicting Social Competence in Children with and without Autism Spectrum Disorder

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