Executive Functioning Measures from Early Childhood to School Age: Exploring Prospective Associations

BackgroundAir pollution, which includes exposure to tiny particulate matter (PM2.5) and Nitrogen Dioxide (NO2) is a notable public health hazard. Exposure has adverse effects on multiple health outcomes as well as with increased risk of developing cognitive impairment and Alzheimer’s disease and related dementias. Although the primary cognitive focus in Alzheimer’s disease is memory, there is growing recognition of the importance of early executive function (EF) deficits as a risk indicator. In addition, there is some evidence of genetic susceptibility to pollution‐related cognitive decline. Few studies have strong measures of air pollution, EF, as well as APOE genotyping. We recently showed that APOE genotype was associated with significant decline in EF from middle to early old age among individuals who were cognitively unimpaired at baseline (Gustavson et al, 2022). Here we tested the hypothesis that the impact of air pollution on executive functions would be greater in APOE‐ε4+ carriers compared with APOE‐ε4‐ individuals.MethodWe examined associations between exposure in midlife and EF from midlife to early old age in ∼800 men from the Vietnam Era Twin Study of Aging. Measures included average PM2.5 and NO2 exposure in the three years prior to the time 1 (mean age 56; range 51‐61) assessment, and an executive function factor score at time 1 and time 2 (mean age 68; range 65‐72). GEE analyses adjusted for multiple health and lifestyle covariates, as well as the random effect of family.ResultCognitive performance declined over time from age 56 to age 68 (F = 439.38, p<0.0001). There were no main effects of air pollution on EF. Overall APOE‐ε4+ carriers had higher EF performance than non‐carriers (F = 5.43, p = 0.02). In addition, we found a significant PM2.5‐by‐APOE genotype interaction (F = 8.80, p = 0.003). Increased exposure to PM2.5 in midlife was related to lower executive function in APOE‐ε4 carriers, but not non‐carriers. The interaction with NO2 did not reach significance (F = 2.83, p = 0.09).ConclusionThese results indicate that midlife PM2.5 exposure in men is associated with poorer frontal‐executive function, and APOEε4 carriers are more susceptible to the deleterious effects of PM2.5.

Preschool Executive Function Predicts Childhood Resting-State Functional Connectivity and Attention-Deficit/Hyperactivity Disorder and Depression

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about.

A-163 APOE ε4 Alters Self-Awareness of Executive Function in Cognitively Intact Middle Aged and Older Adults

Self-regulation task in young school age children born preterm: Correlation with early academic achievement

BackgroundThe developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills.MethodData are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills.ResultsThere was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5.ConclusionsThere is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour.

Early executive functioning (EF) skills are foundational capabilities that predict school readiness, academic development and psychiatric risk. Early interventions enhancing these capabilities could have critical import in improving outcomes. However, to develop interventions, it is necessary to identify specific EF skills that will vary with child age. Thus, we aimed to examine the characteristics and efficacy of interventions targeting EF in infancy and early childhood up to age 3. A comprehensive search of PubMed, Embase, CINAHL and APA PsycINFO databases was performed for studies published before December 2022. Randomized and non-randomized studies of interventions designed to improve at least one EF skill in children ≤3years were included. EF skills included attentional control, inhibition/self-regulation, activity initiation, working memory, cognitive flexibility, planning ability, problem-solving and performance monitoring. We independently extracted data, used the revised Cochrane Risk-of-Bias tool to assess the quality of the evidence and conducted Synthesis Without Meta-analysis (SWiM). The overall quality of the evidence and the strength of recommendations was determined using elements of the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach. Thirty-five studies met inclusion criteria (original n= 7467). Studies were highly variable in the EF skill targeted, target subject (i.e., child, parent and teacher), nature and dosage of the intervention, and timing of outcome assessment. Most interventions focused on improving impulse control and self-regulation. The overall quality of evidence was low to moderate with a high risk of bias, though six studies had low risk of bias but yielded mixed findings of efficacy. The relatively small number of early EF intervention studies uses such variable methods that there is currently no converging evidence of efficacy to recommend a specific intervention. Thus, findings support the need for a more systematic, targeted approach to the design and implementation of early EF interventions for target populations.

Pronounced improvements in executive functions (EF) during preschool years have been documented in cross-sectional studies. However, longitudinal evidence on EF development during the transition to school and predictive associations between early EF and later school achievement are still scarce. This study examined developmental changes in EF across three time-points, the predictive value of EF for mathematical, reading and spelling skills and explored children’s specific academic attainment as a function of early EF. Participants were 323 children following regular education; 160 children were enrolled in prekindergarten (younger cohort: 69 months) and 163 children in kindergarten (older cohort: 78.4 months) at the first assessment. Various tasks of EF were administered three times with an interval of one year each. Mathematical, reading and spelling skills were measured at the last assessment. Individual background characteristics such as vocabulary, non-verbal intelligence and socioeconomic status were included as control variables. In both cohorts, changes in EF were substantial; improvements in EF, however, were larger in preschoolers than school-aged children. EF assessed in preschool accounted for substantial variability in mathematical, reading and spelling achievement two years later, with low EF being especially associated with significant academic disadvantages in early school years. Given that EF continue to develop from preschool into primary school years and that starting with low EF is associated with lower school achievement, EF may be considered as a marker or risk for academic disabilities.

Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in understanding both early EF and later behavioral regulation at school age. To explore these relationships, a unique longitudinal and representative sample was used of 1,292 children born to mothers who lived in low-wealth rural America who were followed from birth into early elementary school. This study examined whether household chaos, which was measured across the first 3 years of life, predicted behavioral regulation in kindergarten above and beyond poverty-related variables. In addition, this study tested whether parent responsivity and acceptance behaviors, measured during the first 3 years of life, as well as EF skills, which were measured when children were 3 to 5 years of age, mediated the relationship between early household chaos and kindergarten behavioral regulation. Results suggested that household chaos disorganization indirectly predicted kindergarten behavioral regulation through intermediate impacts on parenting behaviors and children's early EF skills. These findings suggest the importance of early household chaos disorganization, the parenting environment, and early EF skills in understanding behavioral regulation above and beyond poverty-related risks.

Children born with very low birth weight (VLBW) are at risk for neurocognitive and behavioral sequelae. Although VLBW infants are at higher risk for deficits in executive functions (EFs) and social functioning during school-age years, few studies have investigated those sequelae or their association in young children born VLBW. We examined the associations between EFs and social functioning in preterm, VLBW children age 4–6 years (n = 20) and matched, term-born, normal birth weight controls admitted to the neonatal intensive care unit (NICU) after birth (n = 18). The groups did not differ significantly on measures of EFs, social information processing, or parent-reported social adjustment. The VLBW group had lower IQs than controls, though both group means were in the average range. Within the VLBW group, medical predictors of better EFs included older gestational age at birth and no history of bronchopulmonary dysplasia. Across groups, EFs and social information processing were positively correlated. Deficits in EFs and social functioning may emerge after the preschool years in VLBW children, or improved care of children born VLBW may be reducing the cognitive and psychosocial sequelae observed in earlier cohorts. Among children born VLBW, early EFs may be directly related to social information processing.

Attachment and cognition

Executive function in at-risk children: Importance of father-figure support and mother parenting

Early executive function development: The first three years

Objectives The purposes of this study were to identify latent classes according to the trajectory of changes in mothers' controlling controlling child-rearing behavior in infancy, executive function difficulties in early school age, and internalizing and externalizing problem behaviors in school age, and to identify the transition patterns between latent classes for finding interventions to prevent and reduce problem behaviors.
 Methods 860 mothers and children's data taken from Panel Study on Korean Children's 4th to 12th years were analyzed. For the analyses of this study, SPSS Statistics 23.0 and Mplus 8.7 were used, and latent growth model(LGM), growth mixture model(GMM), sequential-process growth mixture model(SP-GMM) were used as statistical analysis models.
 Results First, as a result of GMM, 3 latent classes for the mother's controlling child-rearing behavior, 5 latent classes for the executive function difficulties in children's early school age were found. Also, 4 latent classes for the internalizing problems in the school age of children and 3 latent classes for the externalizing problems in the school age of children were found. Second, result of SP-GMM showed that, there were high probability of transition from the latent class for high level of mother's controlling child-rearing behavior with child in infancy to the latent class for high level of executive function difficulties in children's early school age through the latent classes for high level of internalizing/externalizing problems in children's the school age.
 Conclusions In order to prevent internalizing and externalizing problem behaviors in school-age children, it is necessary to reduce and prevent executive function difficulties in early school-age children, and for prevention the executive function difficulties, interventions that reduce the mother's controlling child-rearing behavior in infancy can be helpful. In addition, this study suggests that it is more effective to implement different interventions for each latent class than to do the same intervention for all childten in order to reduce children's executive function difficulties and prevent internalizing and externalizing problem behaviors.

Family socio-economic status is a robust predictor of individual differences in early executive function (EF) (e.g., Hughes and Ensor, 2005), but it is not known whether variation in family environment predict developmental trajectories for EF. To address this challenge, we examined data from comprehensive EF assessments and from multiple measures of family life for a socially diverse sample of 125 British children seen at ages 2 and 4. Our longitudinal results supported three distinct models of social influence. Specifically, while unrelated to observational measures of general positive parenting, EF trajectories were positively related to individual differences in: (i) deliberate maternal scaffolding; (ii) children's opportunities for incidental observational learning (assessed via a naturalistic EF task for mothers); and negatively related to (iii) indicators of disorganised and inconsistent parenting. Together, these findings indicate that families can, unintentionally, both help and hinder young children's EF development.