Relationship of parent-rated and objectively evaluated executive function to symptoms of posttraumatic stress and attention-deficit/hyperactivity disorder in homeless youth

Gimbel, Blake A.; Olsen, Aarika; Travis, Alicia; Weber, Rachel C.

doi:10.1080/09297049.2021.2016671

Cited by 3 publications

(1 citation statement)

References 107 publications

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“…Some studies have found that directly measured executive function is a stronger predictor of academic achievement than parent-or teacher-evaluated executive function, 39 and some studies have found that directly measured executive function is a stronger predictor of neurocognitive performance and parent-evaluated executive function is a stronger predictor of impaired social function in patients with schizophrenia or ADHD. 40,41 However, previous studies have either not simultaneously examined the predictive role of both on academic achievement as well as on social development, or have not included normally developing children as subjects, which is not conducive to further exploration of the relationship between the two. Thus, it is necessary to measure the two at the same time, to examine their differences in predicting academic achievement and social development, and to explore the relationship more directly in terms of cognitive level or conceptualisation, stability of variance, and degree of influence by the evaluator.…”

Section: The Impact Of Measurement Methods Of Executive Function On I...mentioning

confidence: 99%

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Yin,

Wu,

Gai

2024

PRBM

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The purpose of this study was to examine differences between directly measured and parent-evaluated executive function in predicting children's academic achievement and social development, and to explore the mediating roles of peer status and social competence in the effects of executive function on social behavior. Patients and Methods: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses. Results: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status. Conclusion: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children's social behavior, they need to focus on the development of children's executive function, social competence and peer relationships.

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Section: The Impact Of Measurement Methods Of Executive Function On I...mentioning

confidence: 99%

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Yin,

Wu,

Gai

2024

PRBM

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Attentional development is altered in toddlers with congenital heart disease

Bonthrone,

Kyriakopoulou,

Mason

et al. 2024

JCPP Advances

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BackgroundCongenital Heart Disease (CHD) is the most common congenital abnormality. Survival rates are over 90%, however infants with CHD remain at high risk of attention and executive function impairments. These abilities are difficult to assess in toddlers because clinical assessments rely on language abilities which are commonly delayed in CHD. Our aim was to characterise visual attention in toddlers with CHD compared to controls and identify associations with parent‐rated effortful control.MethodsThirty toddlers with CHD (19 male, median (IQR) age at assessment 22.2 (22–23.1) months) and 66 controls from the developing human connectome project (36 male, age at assessment 22 (21.5–23.8) months) using eye‐tracking tasks designed to assess multiple components of visual attention. Analyses of co‐variance and regressions were used to identify differences between groups and relationships between gaze behaviours and parent‐rated effortful control.ResultsToddlers with CHD were less accurate when switching behaviours (set‐shifting) [median (IQR) 79%, (28–100)] compared to controls [100% (86–100), pFDR = 0.032], with worse accuracy associated with lower parent‐rated effortful control in CHD but not controls (interaction pFDR = 0.028). Reaction times were slower during selective [CHD 1243 ms (986–1786), controls 1065 ms (0851–1397), pFDR<0.001] and exogenous attention tasks [CHD 312 ms (279–358), control 289 (249–331), (pFDR = 0.032) and endogenous attention was less mature (prolonged looks at facial stimuli CHD 670 ms (518–885), control 500 ms (250–625), (pFDR = 0.006). These results were unrelated to differences in cognition or socioeconomic status. In contrast, the allocation of attentional resources was preserved in CHD.ConclusionsWe identified a profile of altered attention and early executive functioning development in CHD. Eye‐tracking may provide clinically feasible, early objective measures of attention and executive function development in CHD.

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Effect of traumatic experiences and future threats on executive functioning and verbal fluency amongst Farsi-Dari speaking immigrants, refugees, and asylum seekers

Iranpour,

Wells,

Berle

et al. 2023

Psychiatry Research Communications

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Relationship of parent-rated and objectively evaluated executive function to symptoms of posttraumatic stress and attention-deficit/hyperactivity disorder in homeless youth

Cited by 3 publications

References 107 publications

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Attentional development is altered in toddlers with congenital heart disease

Effect of traumatic experiences and future threats on executive functioning and verbal fluency amongst Farsi-Dari speaking immigrants, refugees, and asylum seekers

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