The structure of executive functioning in 11 to 14 year olds with and without special educational needs.

Abstract

The structure and development of executive functioning (EF) have been intensively studied in typically developing populations, with little attention given to those with Special Educational Needs (SEN). This study addresses this by comparing the EF structure of 132 adolescents (11–14 years‐old) with SEN and 138 adolescents not requiring additional support (Non‐SEN peers). Participants completed verbal and non‐verbal assessments of key components of EF: inhibition, working memory and switching. Confirmatory Factor Analysis on each group tested one‐, two‐ and three‐factor models of EF. In both groups, there was statistical support for the fit of one‐ and two‐factor models with no model being clearly better than the others; there was little support for three‐factor models. Parsimony suggests that the one‐factor model best represents the structure of EF. In light of our results, the implications for the nature of EF in early adolescence in both SEN and Non‐SEN groups are discussed.