Executive Function Difficulties Research Articles

Speech Acts as a Window to the Difficulties in Instrumental Activities of Daily Living: A Qualitative Descriptive Study in Mild Neurocognitive Disorder and Healthy Aging.

Executive functions (EF) are central to instrumental activities of daily living (IADL). A novel approach to the assessment of the impact of EF difficulties on IADL may be through the speech acts produced when performing IADL-inspired tasks in a laboratory-apartment. Speech acts may act as a window to the difficulties encountered during task performance. We aim to 1) qualitatively describe the speech acts produced by participants with mild neurocognitive disorder (mild NCD) and healthy controls (HC) as they performed 4 IADL-inspired tasks in a laboratory-apartment, and to then 2) compare their use in both groups. The participants' performance was videotaped, and speech acts produced were transcribed. Qualitative description of all speech acts was performed, followed by a deductive-inductive pattern coding of data. Statistical analyses were performed to further compare their use by mild NCD participants and HC. Twenty-two participants took part in the study (n mild NCD = 11; n HC = 11). Meta-categories of data emerged from pattern coding: strategies, barriers, reactions, and consequences. Mild NCD participants used significantly more strategies and barriers than did HC. They were more defensive of their performance, and more reactive to their difficulties than HC. Mild NCD participants' verification of having completed all tasks was less efficient than controls. An assessment of speech acts produced during the performance of IADL-inspired tasks in a laboratory-apartment may allow to detect changes in the use of language which may reflect EF difficulties linked to cognitive decline.

Martial Arts as a Tool for Enhancing Attention and Executive Function: Implications for Cognitive Behavioral Therapy – A Literature Review

ABSTRACT With a focus on its implications for cognitive behavioral therapy (CBT), this review study seeks to investigate the possible advantages of martial arts training on attention and executive function. Common cognitive impairments seen in a variety of psychiatric diseases, such as depression and attention deficit hyperactivity disorder, include difficulties in attention and executive function. Training in martial arts, which is known for its demanding physical and mental requirements, has drawn interest as a potential intervention for improving cognitive function. An overview of the most recent research on how martial arts training affects focus and executive function is given in this publication. The results demonstrate the potential of martial arts as a strategy for enhancing executive function and attention-related cognitive functions. The article also explores the implications of adding martial arts instruction to CBT therapies, arguing that doing so might be a beneficial supplementary strategy to improve treatment outcomes. With information on the possible advantages of martial arts training for attention and executive function, this review paper adds to the expanding corpus of research on non-pharmacological therapies for cognitive enhancement.

맞벌이 부모의 일-가정 양립 이점과 갈등이 아동의 집행기능곤란과 자아존중감을 통해 그릿에 미치는 영향: 자기회귀교차지연모델을 적용한 종단연구

맞벌이 부모의 일-가정 양립 이점과 갈등이 아동의 집행기능곤란과 자아존중감을 통해 그릿에 미치는 영향: 자기회귀교차지연모델을 적용한 종단연구

Cognitive-Motor Training Improves Reading-Related Executive Functions: A Randomized Clinical Trial Study in Dyslexia.

Children with developmental dyslexia (DD) often struggle with executive function difficulties which can continue into adulthood if not addressed. This double-blinded randomized clinical trial study evaluated the short-term effects of the Verbal Working Memory-Balance (VWM-B) program on reading-related executive functions, reading skills, and reading comprehension in Persian children with DD. The active control group [12 children with DD with a mean age of 9 years (SD = 0.90)] received training using the single-task VWM program, while the experiment group [15 children with DD with a mean age of 8 years (SD = 0.74)] received training with the dual-task VWM-B program. Both groups received fifteen training sessions, and assessments were conducted before and after the intervention. The groups were homogenized for possible confounders of age, gender, IQ level, and attention level. The study employed separate mixed ANOVA analyses to estimate the impact of training programs on various measured functions. Significant improvements were observed in the outcome measures of backward digit span, text comprehension, verbal fluency, Stroop color-word test and interference, and the reading subtests. Additionally, significant correlations were found between reading skills and backward digit span, text comprehension, verbal fluency, and Stroop variables. In conclusion, the dual-task VWM-B program was found to be more effective than the single-task VWM program in improving selective attention, cognitive inhibition, verbal working memory capacity, information processing speed, naming ability, and lexical access speed. These enhanced executive functions were associated with improved reading skills in children with DD.

Patterns of executive functions and theory of mind in adults with a family history of alcohol use disorder: Combined group and single-case analyses.

Impairments in executive function and social cognition are highly prevalent in individuals with an alcohol use disorder (AUD). Some studies show that similar difficulties are displayed by individuals with a positive family history of AUD (FH+) compared with individuals with a negative family history (FH-). Yet, no studies have jointly investigated cognitive and affective theory of mind at the behavioral level. Moreover, some studies show preserved executive and socioemotional functioning in FH+ participants. One possible explanation for these divergent results is that FH+ individuals are cognitively heterogeneous. In this study, we examined the frequency and co-occurrence of difficulties in executive function and social cognition among FH+ individuals at the individual level. Sixty FH+ and 60 FH- participants matched on age, sex, and education level were included. They completed tasks assessing executive functions (Stroop, Trail Making Test) and affective and cognitive theory of mind (Movie for the Assessment of Social Cognition). They also completed self-report questionnaires measuring impulsivity, alexithymia, and empathy. Single-case analyses assessed the proportion of FH+ participants with difficulties in executive function and/or theory of mind. FH+ individuals exhibited difficulties in response inhibition and made more errors during theory of mind processing, indicating an absence of mental state representation, compared with FH- individuals. In the FH+ sample, 53.33% had executive function and/or theory of mind difficulties. Those with lower theory of mind scores reported higher alexithymia and lower empathy on self-report measures. FH+ individuals display heterogeneous executive function and theory of mind abilities. Given that they mostly occur independently of one another, executive function and theory of mind difficulties may be distinct vulnerability markers in AUD.

Adaptive functioning and neurodevelopment in patients with Dravet syndrome: 12-month interim analysis of the BUTTERFLY observational study

ObjectiveThe BUTTERFLY observational study aims to elucidate the natural trajectory of Dravet syndrome (DS) and associated comorbidities in order to establish a baseline for clinical therapies. We present the 12-month interim analysis of the study. Materials and methodsPatients with a genetically confirmed diagnosis of DS were enrolled in the study. Adaptive functioning and neurodevelopmental status were measured using the Vineland Adaptive Behavior Scale, Third Edition (Vineland-III), Bayley Scales of Infant Development, Third Edition (BSID-III), and Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV). Executive function, ambulatory function and locomotor activities, and overall clinical status were measured using the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P) scale, Gillette Functional Assessment Questionnaire (Gillette FAQ), and Clinician or Caregiver Global Impression of Change scales (CGI-C or CaGI-C) respectively. ResultsOverall, 36 patients were enrolled across three age groups, with 35 patients completing at least part or all of one post-baseline visit through Month 12. Significant improvements in receptive communication, as assessed by Vineland-III and BSID-III raw scores, and in verbal comprehension subtests, as assessed by WPPSI-IV raw scores, were observed in BUTTERFLY patients for the all-patient group. Many patients performed on the impaired end of the BRIEF-P Global Executive Composite scale at baseline suggesting difficulties in executive function, and no significant change was observed in BRIEF-P scores for the all-patient group. Most patients performed in the dynamic range of the Gillette FAQ at baseline, and no significant change was observed in Gillette FAQ scores for the all-patient group. Lastly, there was significant improvement observed in the CaGI-C scores for the all-patient group. SignificanceThis BUTTERFLY interim analysis shows small improvements in communication skills along with stability in other developmental abilities across patients with DS enrolled in the study from baseline to Month 12.

Investigating Trajectories of Negative Emotionality in Early Childhood and First-Grade Outcomes

This study investigated Korean children’s negative emotionality trajectories from infancy to age 4 and their learning (i.e., executive functioning), behavioral, and self-esteem outcomes in first grade. Using nationally representative data from the Panel Study on Korean Children, negative emotionality trajectories were explored to determine whether patterns emerged over time (N = 2,149, boys = 50.7%) and whether different negative emotionality patterns were associated with specific first-grade outcomes (i.e., teacher-reported executive function difficulties, parent-reported behavioral problems, and child-reported self-esteem). According to latent class growth analysis, Korean children developed one of three negative emotionality patterns from infancy to age 4: Low stable (28.0%), moderate (57.9%), and intense and increasing (14.1%). First-grade outcomes, including executive functioning and behavior problems, were associated with negative emotionality trajectories. No association was found between the negative emotionality trajectories and child-reported self-esteem. First graders who developed and maintained intense negative emotionality until age 4 were regarded as the most vulnerable group in executive functioning difficulties and risk of behavioral problems. Impact Statement Negative emotionality in early childhood is an important predictor of future difficulties, and more research is needed in terms of patterns of emotionality, stability over time, and associated outcomes for different patterns. In this study, children developed one of three negative emotionality patterns from infancy to age 4: Low stable (28.0%), moderate (57/9%), and intense and increasing (14.1%). First graders who developed intense negative emotionality until age 4 were the most vulnerable group for executive function difficulties and risk of behavioral problems.

The association between post-traumatic stress disorder (PTSD) and executive functioning

ABSTRACT Introduction: Post-Traumatic Stress Disorder (PTSD) is a condition characterised by several disturbances in an individual's executive functioning. We were interested in the link between executive functions and the presence of anxiety and depression in a clinical population with post-traumatic stress disorder. Methods: Our sample comprised 180 participants divided into three groups: 60 with PTSD, 60 trauma-exposed without PTSD, and 60 controls. All participants were assessed on the following dimensions: PTSD, dissociation, executive functions, anxiety, and depression. Results: Consistent with the literature, the results of our study suggest that individuals with PTSD have difficulties in executive functioning. These disturbances are related to levels of anxiety and depression. Conclusion: The severity of PTSD is positively correlated with executive function disturbances, but the observed disturbances, especially in working memory updating, can be explained mainly by the high level of depression, rather than by PTSD alone.

Parent-Report Sleep Disturbances and Everyday Executive Functioning Difficulties in Children with Tourette Syndrome

ABSTRACT There is an increasing need to identify and treat sleep disturbances in Tourette syndrome (TS), a neurodevelopmental condition characterized by tics. This study explored sleep, tics, and executive functioning in children with TS (n=136) and neurotypical controls (n=101) through parent-report scales and open-ended questions. 85% of children with TS scored in the clinical range for a sleep disorder. Higher tic severity predicted increased sleep disturbances and executive difficulties. Qualitative insights indicated a bidirectional link between sleep and tics, which warrants consideration in clinical settings. Further research is needed to explore causal links.

Natural vs. Surgical Postmenopause and Psychological Symptoms Confound the Effect of Menopause on Executive Functioning Domains of Cognitive Experience.

The menopause transition is associated with difficulties in executive function. However, it is unclear whether these difficulties persist past perimenopause. This study investigated whether potential confounders, including natural vs. surgical postmenopause and menopause-related psychological symptoms, influence whether executive dysfunction persists into postmenopause. A cross-sectional sample of women aged 35-65 years (N = 1971) in one of four groups, premenopause, perimenopause, natural postmenopause, and surgical postmenopause, were surveyed. Participants self-reported executive functioning with the Brown Attention Deficit Disorder Scale (BADDS), anxiety symptom severity with the Generalized Anxiety Disorder Questionnaire (GAD-7), and depression symptom severity with the Center for Epidemiologic Studies Depression Scale (CES-D). We analyzed the association between group and BADDS scores using linear regression models - first, by controlling for age, education, and self-reported attention deficit hyperactivity disorder (ADHD) diagnosis (Model #1) and, second, by further controlling for current difficulty sleeping, anxiety, and depression (Model #2). In both models, BADDS scores were significantly elevated (indicating more difficulties in executive function) among women in the perimenopausal and surgical postmenopausal groups compared with those in the premenopausal group. Likewise, the perimenopausal and surgical postmenopausal groups had the highest proportions of participants who reported difficulty sleeping and clinical levels of anxiety and depression. BADDS scores were significantly higher in natural postmenopausal vs. premenopausal women without controlling for difficulty sleeping, anxiety, and depression (Model #1), but not when adjusting for these variables (Model #2). The type of menopause and psychological symptoms are important confounders of the relationship between the menopause transition and executive dysfunction, and help explain whether executive dysfunction persists or recovers in postmenopause.Reprinted from Maturitas 2023; 170:64-73, with permission from Elsevier. Copyright © 2023.

Does early adversity predict executive functioning difficulties among undergraduates? Dissociations among self-report, performance, and EEG measures.

The present research aimed to determine whether self-reports of early adversity predicted individual differences in self-reported and laboratory-measured executive functioning in college-aged samples. Two studies with young adult samples (n = 231 and n = 61) measured endorsement of adverse childhood experiences (ACEs), self-reported executive functioning difficulties on the Behavior Rating Inventory of Executive Function (BRIEF), and self-report measures of depression and emotion regulation. The second sample also completed laboratory performance tasks of working memory, inhibitory control, and selective attention while electroencephalogram (EEG) was recorded. In both samples, greater self-reported ACEs predicted greater reports of executive functioning difficulties on the BRIEF (rs = 0.378 and 0.322), relationships of medium effect size that remained significant when controlling for depression and emotion regulation variables. In the second sample, despite robust EEG/event-related potential (ERP) task findings in the group as a whole, neither lab task performance nor EEG/ERP measures were reliably correlated with individual differences in ACEs. We consider multiple alternative explanations for why early adversity predicted self-reported executive functioning difficulties but not lab task performance or neural measures in the same sample. These findings may reflect a propensity for negative self-evaluation among those with early adverse experiences, leading to inflated estimates of their own executive function problems. Alternatively, the findings may indicate that the lab tasks are insufficient in tapping aspects of executive functions that are relevant outside the lab context. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study.

Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD. Participants were five children with DLD aged 9-12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories. For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions. By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD. The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.

Cognitive Profile of Children with Autistic Traits

Background Three neuropsychological theories have been extensively studied in both autism spectrum disorders and the broader autism phenotype ndash Theory of Mind Executive Function and Central Coherence. The exact profile is still under debate.Objective The objective of this study was to compare the neuropsychological profile of children with high and low levels of autistic traits. Methodology Around 771 children between the ages of 5 and 11 years from mainstream schools were assessed using the Social Responsiveness Scale SRS. Two hundred children among the 771 assessed children were administered a battery of neuropsychological tests. Further the SRS scores were subjected to factor analysis FA and the 28 items from the SRS which were common across factor analyses were taken and scores were recalculated based on these items. The neuropsychological profiles on this were further compared.Results Executive Function difficulties were apparent among the high scorers across all comparisons. Children with higher levels of autistic traits post FA had weaker central coherence. The difference in central coherence was apparent even when the comparison was made without the lower socio-economic group. While there was no significant difference in the performance on the Theory of Mind there was a trend towards significance in the group without the lower socio-economic group.Conclusion Executive function deficits are strongly associated with higher levels of autistic traits. The influence of Central Coherence is apparent only when the autistic traits are more closely woven. Theory of Mind appears to be a more downstream effect of Executive Function and Central Coherencenbsp

Broadening understanding of executive function in children with different hearing histories: The roles of fathers and coparenting

Fathers and family-level characteristics are understudied but potentially impactful contributors to at-risk outcomes for deaf and hard-of-hearing (DHH) children who use spoken language. We investigated associations between paternal parenting stress, paternal self-efficacy for supporting language, and executive function (EF) development in DHH children and children with typical hearing (TH). Main and moderating effects of the coparenting relationship were also investigated. TH fathers of DHH children (n = 44) and TH children (n = 46) completed the Parenting Stress Index-4-Short Form, the Scale of Parental Involvement and Self-Efficacy, and the Coparenting Relationship Scale. Child EF was assessed via the Behavior Rating Index of Executive Function. Regression analyses revealed that paternal parenting stress was significantly associated with child EF difficulties regardless of child hearing status. Coparenting undermining moderated relations between paternal parenting stress and child difficulties with inhibition in the full sample. Coparenting undermining was associated with greater child difficulties with set-shifting for DHH children only. Paternal parenting stress represents a possible risk factor for child EF development, particularly in families with higher levels of coparenting undermining. DHH children might also be susceptible to adverse coparenting relations. Fathers of DHH children have previously been shown to be less involved and integrated during intervention, and a better understanding of the important contributions fathers have to child development could lead to novel, father-embedded intervention models.

Network analysis of structural MRI predicts executive function in paediatric traumatic brain injury

IntroPaediatric traumatic brain injury (pTBI) is likely to result in cognitive impairment, specifically executive dysfunction. Evidence of the neuroanatomical correlates of this executive function (EF) impairment is derived from studies that treat morphometry of brain regions as distinct, independent features, rather than as a complex network of interrelationships. Morphometric similarity captures the meso-scale organisation of the cortex as the interrelatedness of multiple macro-architectural features and presents a novel tool with which to investigate the brain post pTBI. MethodsIn a retrospective sample (83 pTBI patients, 33 controls), we estimate morphometric similarity from structural MRI by correlating morphometric features between cortical regions. We compared the meso-scale organisation of the cortex between groups then, using partial least squares regression, assessed the predictive validity of morphometric similarity in understanding later executive functioning, two years post-injury. ResultsWe found that patients and controls did not differ in terms of the overall magnitude of morphometric similarity. However, a pattern of ROI-level morphometric similarity was predictive of day-to-day EF difficulties reported by parents two years post-injury. This prediction was validated using a leave-one-out, and 20-fold cross-validation approach. Prediction was driven by regions of the prefrontal cortex, typically important for healthy maturation of EF skills in childhood. The meso-scale organisation of the cortex also produced more accurate predictions than any one morphometric feature (i.e. cortical thickness or folding index) alone. ConclusionWe conclude that these methodologies show utility in predicting later executive functioning in this population.

영아기 의도적 통제가 아동기 학교적응에 미치는 종단적 영향: 집행기능 곤란의 매개효과

This study aimed to longitudinally explore the mediating effect of executive function difficulties in the relationship between an infant’s effortful control and a child’s school adjustment. For the analyses, data from 205 pairs of mothers and their children (106 boys, 99 girls) who participated in the 1st, 8th and 9th Panel Study of Korean Children (PSKC) were used. The survey data were analyzed using the structural equation model (SEM) with SPSS 21.0 and AMOS 18.0 programs. The major findings were as follows. First, the infant’s effortful control had negative effects on executive function difficulties, but effortful control did not have a significant effect on the child’s school adjustment. Second, executive function difficulties positively affected school adjustment. Third, the child’s executive function difficulties completely mediated the relationship between effortful control and school adjustment. This study explored the meaningful longitudinal path from the infant’s effortful control to school adjustment through executive function difficulties in early childhood. The results of this study may provide basic information for the childhood school adjustment interventions.

Specific emotion regulation difficulties and executive function explain the link between worry and subsequent stress: A prospective moderated mediation study

BackgroundWorry is a transdiagnostic risk factor for stress-related mental health complaints such as anxiety, depression, and insomnia. Although worry may function as a form of avoidance of unwanted emotions and accordingly interfere with adaptive emotion regulation, the specific domains of emotion regulation that are perturbed by excessive worry to confer risk for stress-related symptoms are unclear. Further, it is unknown if cognitive control mechanisms that underlie successful emotion regulation influence the effect of worry on stress. The present study addressed these gaps in the literature by examining specific emotion regulation difficulties as mediators of the relationship between worry and subsequent stress, as well as executive function as a moderator of the mediated effects. Method656 community adults were assessed for trait worry, emotion dysregulation, stress, and executive dysfunction once per month for three months (time 1 – time 3). ResultsThe effect of worry (time 1) on subsequent stress (time 3) was partially mediated by difficulties with emotional clarity and difficulty engaging in goal-directed behavior when upset (time 2) after controlling for age, gender, and baseline stress. Moderated mediation models revealed that the indirect effect of worry on stress via difficulty with goal-directed behavior was significantly moderated by executive dysfunction, such that fewer executive function difficulties acted as a buffer against the harmful effects of worry. LimitationsLimitations include reliance on self-report measures, lack of experimental manipulation, and a nonclinical sample. ConclusionsFindings point to specific domains of emotion regulation as treatment targets for individuals with high worry proneness.

Trastorno por déficit de atención e hiperactividad: perfil neuropsicológico y estudio de su impacto en las funciones ejecutivas y académicas

IntroductionThe aim of the study was to describe the neuropsychological profile of patients with attention deficit hyperactivity disorder (ADHD) and the impact of the disorder on executive functioning and academic performance. Patients and methodsWe conducted a retrospective observational and analytical study. The sample consisted of 24 children with a diagnosis of ADHD (aged 6-15 years) without pharmacological treatment and 24 controls without ADHD (aged 7-15 years). A comprehensive neuropsychological evaluation was carried out, encompassing major cognitive domains, in addition to assessment of executive functioning and psychopathological symptoms through the administration of questionnaires to parents and teachers. ResultsThe cognitive profile of the ADHD group was characterized by overall scores (including executive functions and academic abilities) in the normal range (z scores between −1 and 1), although significantly lower compared to the control group. Over half of the patients with ADHD (58%) had associated specific learning disorders. Furthermore, teachers tended to report executive function difficulties more frequently in male students. ConclusionsIn the study sample, the group of patients with ADHD exhibited cognitive performance within the normal range, although with lower scores compared to controls. Behavioural rating scales provide valuable information about functioning outside the clinic, but may yield biased results on account of the focus on externalising symptoms. The neuropsychological evaluation is a useful tool that can facilitate the diagnosis of ADHD and an effective response to the needs and characteristics of patients and families.

Clinical Manifestations.

Patterns of cognitive performance associated with different stages of dementia have been primarily studied in Non-Hispanic White (NHW) populations. This study compares patterns of cognitive performance, on a brief neuropsychological battery, in Caribbean Hispanic (CH) and NHW individuals with mild cognitive impairment, based on Clinical Dementia Rating (CDR) staging scores. Our data included 427 individuals including 299 self-identified CH (mean age = 76.0; 69.6% female; mean education = 11.9) and 128 NHW (mean age = 72.9; 61.7% female; mean education = 13.8) who completed the CDR and a brief neuropsychological battery. Participants with other medical conditions known to impact cognition were excluded. Sex-, age-, and education-adjusted Z-scores were calculated for all cognitive tests (Logical Memory (Immediate and Delayed recall), Digit Span (Forward and Backward), and Verbal Fluency (Animals and Vegetables)). ANOVAs were used to examine the effects of ethnicity (NHW, CH) and CDR Global Score (0.5, 1.0) on the adjusted Z-scores for all cognitive tests. CDR score distribution was adjusted through factorial ANOVA (ethnicity x CDR). Descriptive analyses included independent t-tests to examine differences between ethnicity groups on age, sex, education, percent AD, percent Unclear, and CDR Global Score. There was a main effect of ethnicity on Digit Span Forward (p < 0.001), Digit Span Backward (p < 0.001), and Verbal Fluency - Vegetables (p < 0.01), where CH individuals showed greater impairment regardless of Global CDR score. We found a main effect of Global CDR score on all cognitive tests, where individuals with Global CDR score of 1.0 demonstrated more impairment than individuals with a Global CDR score of 0.5. No ethnicity x CDR interactions were significant. Our sample of older CH and NHW individuals, presumed to have mild cognitive impairments based on CDR staging, did not differ in memory abilities. However, the CH group scored significantly lower on measures of attention and working memory. Finally, semantic fluency performance was variable and possibly influenced by cultural familiarity with different semantic categories. Among older CH individuals with mild dementia, cognitive difficulties may extend beyond memory problems and include attentional and executive function difficulties. These findings have clinical implications for diagnosis and management of CH patients.

Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder.

The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.