Executive Function Difficulties Research Articles

Contributions of Attachment and Cognitive Functioning on ADHD Symptoms in Children.

ADHD is a neurodevelopmental disorder with multifactorial origins. Several studies have shown that parent-child attachment impacts the expression of ADHD symptoms, while others have highlighted the influence of cognitive impairments on ADHD symptoms. However, few studies have simultaneously examined the respective contributions of child attachment and cognitive functions to ADHD, which is the aim of this study. We included 45 children with ADHD from a university hospital and 44 typically developing children from regular schools. Child attachment was evaluated using a self-report questionnaire, the French Attachment Security Scale (ASS-Fr), and a narrative interview, the Cartes pour l'évaluation de l'Attachement et de la Mentalisation chez l'Enfant (CAME). Cognitive assessment involved both objective and subjective measures. Perceived attachment security to both parents and disorganized attachment were significantly associated with ADHD symptoms, but these relationships were mediated by externalizing symptoms and executive function difficulties. The relationships between attachment and ADHD symptoms are indirect and mediated by the presence of externalizing symptoms and executive function impairments.

Using artificial intelligence in education: decision tree learning results in secondary school students based on cold and hot executive functions

Improving educational quality is a universal concern. Despite efforts made in this regard, learning outcomes have not improved sufficiently. Therefore, further investigation is needed on this issue, adopting new perspectives (conceptual and analytical) to facilitate the understanding and design of effective actions. The objective of this study was to determine the influence of executive functions (considering both cognitive and affective processes) and their interactions on learning outcomes in Language and Literature and Mathematics in Spanish students, through the use of artificial intelligence, based on the machine learning approach, and more specifically, the decision tree technique. A total of 173 students in compulsory secondary education (12–17 years old) from the same educational institution participated. The school’s educational counsellor provided information on student executive function levels by completing the BRIEF2 questionnaire for each participant. She also reported on the learning outcomes achieved by students in the subjects of interest for this research (Language and Literature and Mathematics). R software was used to model the regression trees. The results revealed groups of students characterised by different profiles, i.e., by different combinations of difficulties in various executive functions and varying levels of learning outcomes in each academic area. However, regardless of the academic area considered (Language and Literature or Mathematics), working memory was identified as the most relevant executive function in all of the students’ learning outcomes. Understanding the combination of executive functions that predict learning outcomes in each group of students is important since it enables teachers and other educational professionals, policymakers and researchers to provide individualised educational resources according to the diverse student profiles and needs. It constitutes an effective mechanism to improve students’ learning results and, ultimately, to enhance an equitable and more effective educational system.

Longitudinal Predictors of Adaptive Functioning in Emerging Adults with and without Autism Spectrum Disorder.

Individuals with autism spectrum disorder (ASD) display heterogeneity in adaptive functioning, underscoring the need to identify predictors to inform clinical and scientific interventions. We investigated the longitudinal associations between an autism diagnosis, co-occurring psychopathology symptoms, executive functions (EF) and subsequent adaptive functioning in individuals with and without ASD (IQ > 70). Sixty-six individuals (26 with ASD, 40 without ASD) were assessed at baseline (mean age = 11.8 years, SD = 2.1) and at 10-year follow-up (mean age 21.4, SD = 2.3). The diagnostic evaluation comprised a comprehensive assessment of autism symptoms and emotional and cognitive functioning. Co-occurring psychopathology symptoms were assessed with two measures: self-reported depressive symptoms with the Short Mood and Feelings Questionnaire and parent-reported total problems with the Child Behavior Checklist 6-18. Participants completed neuropsychological tests to evaluate EF. We investigated adaptive functioning by using the Weiss Functional Impairment Rating Scale (WFIRS) which is a self-report measure of impairment in the following domains: family, work, school, life skills, self-concept, social and risk-taking. Among the emerging adults previously diagnosed with ASD, 46% reported living independently, 75% had at least one friend, and 71% were employed or in education. Individuals with ASD reported significantly lower adaptive functioning compared to individuals without ASD (WFIRS Total, Hedges' g = 0.92). Greater EF difficulties in childhood/adolescence predicted lower adaptive functioning in emerging adulthood, surpassing the influence of autism diagnosis and co-occurring symptoms. The findings highlight the influential role of EF, implying that interventions targeting EF difficulties could improve long-term outcomes for individuals with ASD.

Measuring subjective cognitive complaints with covid-19 brain fog using the subjective scale to investigate cognition (SSTICS)

The term “brain fog” has emerged from the observations of neuropsychiatric conditions present in post-COVID-19 infections. This is characterized by concentration and memory problems, selective attention disorders and difficulties in executive functions, yet it is unclear how long these deficits may persist and which cognitive functions are most vulnerable. Therefore, there is a need to properly evaluate these cognitive complaints using an assessment tool that specifies their intensity and nature. Our primary objective was to explore subjective perceptions of cognitive functioning in COVID-19-associated with brain fog using a tool that was previously validated for assessing subjective cognitive complaints. A total of 68 participants were recruited and the Subjective Scale to Investigate Cognition (SSTICS) was used to assess cognitive complaints. This was the first time that the SSTICS was used for this purpose in subjects with COVID-19. In addition, participants were administered a questionnaire assessing for the presence of various symptoms, as well as COVID-19 clinical parameters. The neuropsychological basis for the construct of the SSTICS was related to the cognitive complaints expressed by participants. A reliability analysis of our sample indicated a high degree of internal consistency (Cronbach’s alpha= 0.951). Associations between various SSTICS scores and COVID-related symptomatology and the differences between group of participants who reported cognitive complaints (“complainers”) and those who did not were assessed. We performed an exploratory factorial analysis based on Principal Component Analysis (PCA). Based on their distribution, participants were grouped into: “good functioning” - scores 0-9 (35.3%); “medium functioning” - scores 14-23 (25%); and “poor functioning” - scores 26-71 (39.7%). The mean SSTICS score was 20.59 (SD 16.61) and correlated with the quarantine duration and loss of smell. Complainers differed significantly from non-complainers in the total number of symptoms, the quarantine duration and the presence/absence of specific symptoms, such as loss of smell, tiredness and aches/pains. Our study showed that >10% of patients reported subjective cognitive complaints following COVID-19, with most reporting mild or serious cognitive complaints, mostly within the domains of memory, attention, language, executive functioning or praxis.

Neurodevelopmental Outcomes After Multiple General Anaesthetic Exposure Before Five Years Of Age - A Cohort Study.

The GAS trial demonstrated evidence that most neurodevelopmental outcomes at 2 years and 5 years of age in infants who received a single general anaesthetic (GA) for elective inguinal herniorrhaphy were clinically equivalent when compared to infants who did not receive GA. More than 20% of the children in the trial had at least one subsequent anaesthetic exposure after their initial surgery. Using the GAS database, this study aimed to address whether multiple (2 or more) GA exposures compared to one or no GA exposure in early childhood were associated with worse neurodevelopmental outcomes at 5 years. Children with multiple GA exposures and children with one or no GA exposure were identified from the GAS database. The primary outcome was the full-scale intelligence quotient (FSIQ) on the Wechsler Preschool and Primary Scale of Intelligence third edition (WPPSI-III) at 5 years of age. Secondary outcomes included neurocognitive tests addressing all major developmental domains and caregiver-reported questionnaires assessing emotional and behavioural problems. Complete assessment was available from a total of 90 children in the multiple GA group and 141 children in the 0 or 1 GA group. Compared with children with a single or no GA exposure, multiply exposed children scored on average almost 6 points lower (mean: -5.8, 95% CI: -10.2 to -1.4, p= 0.011) in WPPSI-III FSIQ. They also demonstrated lower verbal and performance IQ scores and more emotional, behavioural, and executive function difficulties. However, significant residual confounding cannot be excluded from the results due to the observational nature of this study. Multiple GA exposure before 5 years of age was associated with reduced performance in general intelligence score and some domains of neurodevelopmental assessments. The clinical significance of our results must be cautiously interpreted in light of several sources of limitations including small sample size and unadjusted residual confounding. This study illustrates the limitations of trial data sets that may not be fit for the purpose for the secondary analysis.

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention.

LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay-Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p < 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.

Executive functioning and nonverbal cognitive factors associated with response to technology-assisted language intervention

ObjectiveTo explore potential differences in the relationship between executive function (EF) skills and language development when integrating augmentative and alternative communication technology into speech-language therapy for deaf/hard of hearing (DHH) children. MethodRandomized trial data were analysed to investigate this relationship among children who participated in a Technology-Assisted Language Intervention (TALI) compared to treatment as usual (TAU). Language samples were assessed for pre-post-intervention changes, including mean length of utterance in morphemes (MLU), mean turn length (MTL), and number of different words spoken (NDW). EF skills were measured with standardized parent-report assessment. ResultsThirty-seven DHH children were included (TALI n = 19 and TAU n = 18). Results of regression models indicated that higher EF skills were significantly (p < 0.05) associated with improvements in MLU, MTL, and NDW among children who received TAU. No significant associations between EF skills and any of the measures (MLU, MTL, NDW) were seen in children who received TALI. ConclusionThese results suggest that TALI may offer language learning support, particularly for DHH children with EF difficulties. Future research should investigate the direct relationship between EF measurements and language outcomes in TALI recipients. Establishing baseline EF measurements in DHH children could inform personalized strategies within language interventions and therapy.

The apple does not fall far: stable predictive relationships between parents’ ratings of their own and their children’s self-regulatory abilities

Having control over your own behavior and impulses is a critical skill that influences children’s academic, social, and emotional development. This study investigates the stability and predictive relationships between parents’ ratings of their own and their children’s executive function and delay aversion. Using data from approximately 1700 families collected during the COVID-19 pandemic, we employed hierarchical structural equation models and cross-lagged panel models to analyze the temporal stability and directional influences of executive function and delay aversion assessments.Our analysis revealed a substantial latent correlation (r = 0.48, p < 0.001) between parents’ and children’s executive function problems, indicating a shared variance of approximately 23%. Significant cross-lagged effects were found, with parental executive functions at T1 predicting child executive functions at T2 (β = 0.16, p = 0.005). For delay aversion, we found a latent correlation of r = 0.53 (p < 0.001) and significant within-timepoint and temporal stability, but no cross-lagged effects.These findings suggest that higher levels of executive function problems reported by parents at T1 correspond to an increased perception of similar problems in their children at T2. This highlights the importance of parental self-perception in assessing children’s abilities. Our results highlight the importance of incorporating family dynamics into interventions targeting executive function difficulties and delay aversion in children, and understanding this interplay enables the development of more effective, individualized approaches to support positive developmental outcomes.

학령기 아동의 부모애착 및 부모의 민주적 양육행동과 초기 청소년기 학교적응 간의 관계에서 집행기능곤란의 매개효과

Objective: This study was conducted to verify the mediating effect of executive function difficulties in the relationship between school adaption in early adolescence and children’s parental attachment and democratic parenting behavior in school-age. Methods: Data of 9-year-olds from the 11th (2018) to 12-year-olds from the 14th (2021) Panel Study on Korean Children were used to extract variable data that fit the purpose of this study. Descriptive statistics were performed using SPSS 21.0, and AMOS 21.0 was used to analyze correlation, structural equation modeling, and mediating effects through bootstrapping to verify the research hypothesis model. Results: First, school-age children’s attachment to their parents had a direct positive effect on school adaptation in early adolescence, but parents’ democratic parenting behavior did not. Second, executive function fully mediated the relationship between democratic parenting behavior and school adaptation, and partially mediated the effect of parental attachment on school adaption. Conclusion: Executive function, secure parental attachment, and democratic parenting behavior in school-age children tended to reduce executive function difficulties in early adolescence. These results are discussed in terms of need to develop parent education programs to increase attachment to parents and teach desirable parenting behaviors. Also discussed to provide continuous and systematic guidance and education on the importance of executive function to parents.

Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions

This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.

B - 6 The BRIEF-2A Pattern of Self and Informant Executive Functioning Difficulties in Adults with Epilepsy

Abstract Objective People with epilepsy (PWE) commonly have executive functioning (EF) difficulties on objective testing. However, less is known about subjective EF difficulties in everyday life. We examined self- and informant-rated EF in PWE using the Behavior Rating Inventory of Executive Function for Adults-2 (BRIEF-2A). We hypothesized that PWE and their informants would endorse greater EF difficulties relative to healthy participants. Method Participants included 43 PWE who completed comprehensive clinical neuropsychological evaluation at a large Northeastern academic medical center, which included BRIEF-2A Informant and Self Report Forms (Age M = 40.4 ± 17.2 years, 53% female, Education M = 13.0 ± 1.8 years). Twenty-four participants completed self-reports, while 19 had both self and informant reports. The comparison sample included 43 age- and gender-matched healthy controls (HC). We analyzed BRIEF-2A subscales using MANOVAs, where elevated T scores indicated worse EF. Repeated measures ANOVAs compared self and informant ratings. Multi-rater comparisons (90% CIs) and chi-squares analyzed patterns of discrepant ratings. Results Self-reported EF difficulties in PWE were elevated across all scales, compared to HC (p’s0.25), with greatest difference observed for working memory (PWE = 69.7 ± 12.7, HC = 44.5 ± 16.7, ηp2 = 0.61). Similar elevations across all scales were observed for PWE informant reports (p’s0.14). PWE rated greater self-monitoring (p = 0.03, ηp2 &amp;gt; 0.23) and emotional control (p = 0.08, ηp2 &amp;gt; 0.16) difficulties than informants. There was 42.1–68.4% concordance between self and informant reports for PWE, compared to 84–95% in HC. Patterns of self and informant ratings were similar between PWE and HC for initiation, planning/organization, and task-monitoring (p’s &amp;gt; 0.20). Conclusions PWE and their informants report high, yet relatively similar, levels of EF difficulties in daily life.

A 'Problematic' Pattern of Power-system Functioning and its Association with psychopathological Symptoms.

Following the well-researched two-dimensional model of attachment-system functioning, based on the concepts of hyperactivation and deactivation, a two-dimensional model of the power behavioral system has recently been proposed. The power system is aimed at activating, organizing, and implementing action patterns that protect or restore a sense of power or dominance. Here, we tested predictions derived from the two-dimensional model of power-system functioning regarding the contribution of a 'problematic' high-high pattern, characterized by the coexistence of both hyperactivating and deactivating strategies, to psychopathological symptoms. A non-clinical sample of Italian adults (N = 385) completed the Power Behavioral System Scale together with self-report measures of anxiety and depression symptoms and difficulties in executive control. Multiple regression analyses showed that higher deactivation and hyperactivation scores, characteristic of the 'problematic' pattern, significantly predicted anxiety and depression symptoms as well as executive function difficulties. These results provide initial support for the pathogenic implications of the 'problematic' high-high pattern of power-system functioning.

A - 100 Who Is at the Door? Clinical Presentations and Predictors of Dementia Diagnosis in a Specialist Dementia Service

Abstract Objective This service audit aimed to identify predictors associated with a dementia diagnosis and the diagnostic base rate in a UK-based, specialist Younger People with Dementia (YPWD) Service. Method All patients referred between July 2022 and 2023 to the YPWD service were included in the study. All 191 patients were under 65 years at the time of referral. 69 patients were excluded from analysis (e.g., if the patient withdrew from the service prior to assessment or if the referral was deemed inappropriate based on service guidelines). A quasi-experimental design was used, investigating the relative predictive value of factors such as demographics, presenting cognitive symptoms, comorbidities, or mental health to receiving a dementia diagnosis. Following definition, raters reviewed client case notes to establish the presence or absence of each criterion. Results Significant predictors of a dementia diagnosis in YPWD were functional change (p &amp;lt; 0.001), behavior change (p &amp;lt; 0.001), being accompanied to assessment (p &amp;lt; 0.001), diminished insight (p &amp;lt; 0.001), executive functioning difficulties (p &amp;lt; 0.05), cognitive screening test score below cut-off (p &amp;lt; 0.05) and previous radiological investigation prior to referral (p &amp;lt; 0.001). The diagnostic rate for YPWD was 15%. Conclusions Memory problems alone are an insufficient predictor for a dementia diagnosis in YPWD, unless accompanied by additional factors. Overreliance on the presence of subjective memory complaints in primary care as a percipient to referral for specialist assessment contributes to a low diagnostic rate for the service The presence of insight and attending appointments alone contraindicate the presence of an organic disorder. Results indicate that factors beyond diagnostic criteria may be clinically significant.

Executive function performance in persons with non-syndromic cleft lip and palate

Background: Executive functions (EFs) are crucial cognitive functions that mature from birth to adolescence. They are vital for daily task execution and overall success and also influence language and communication development. Children with EFs deficits often experience delays in language and speech abilities. These impairments are particularly prevalent among individuals with cleft lip and palate. Consequently, speech and language pathologists must address these impairments through assessments and interventions. Despite this urgent need for action, there is a scarcity of research on executive function performance in this population in Thailand, prompting an investigation to address this issue. This study explores executive function performance in this population to enhance the quality of life for individuals with cleft lip and palate. Materials and methods: Using a survey-based approach, executive function performance was assessed in 5- to 15-year-old volunteer with non-syndromic cleft lip and palate attending the speech therapy camp provided by the Princess Sirindhorn IT Foundation Craniofacial Center at Chiang Mai University in April 2024. Parents completed the Behavior Rating Inventory of Executive Function (Parent form), with scores ≥65 indicating executive function difficulties. Results: The study involved 29 participants, 14 males (48.28%) and 15 females (51.72%), with a mean age of 8 years and 9 months. Average scores for executive function abilities in BRI, MI, and GEC were 52.21, 56.48, and 58.90, respectively. There are several participants with abnormal executive function in each age group, along with their average T-scores across different domains. Children aged 5, 6-8, and 9-11 have T-scores for executive function performances falling into problematic levels for 1, 2, and 5 individuals, respectively. Conclusion: Most of the sample group demonstrated executive function skills within the normal range. However, a certain number of individuals experienced issues with executive function. These findings offer guidance for speech and language pathologists and emphasize the importance of executive function in individuals with cleft palates.

Attention and executive functioning in children and adolescents treated for high-risk acute lymphoblastic leukemia: A report from the Children's Oncology Group (COG).

Survivors of childhood B-acute lymphoblastic leukemia (B-ALL) are at risk for difficulties with attention and executive functioning (EF) as a late effect of treatment. The present study aimed to identify treatment and demographic factors associated with risk for difficulties with EF in youth treated for high-risk B-ALL. Children and adolescents with B-ALL treated on Children's Oncology Group (COG) protocol AALL0232 were randomized to high-dose or escalating-dose methotrexate (MTX), and either dexamethasone or prednisone during the induction phase. Neuropsychological functioning was evaluated via protocol AALL06N1, including performance-based and parent-report measures, for 177 participants (57% female, 81% white; mean age at diagnosis=8.4 years; SD=5.0) 8-24 months following treatment completion. Mean scores for all attention and EF measures were within the average range, with no significant differences as a function of MTX delivery or steroid treatment (all p >0.05). In multivariable models, participants with US public insurance exhibited significantly greater parent-reported EF difficulties than those with US private or non-US insurance (p ≤ 0.05). Additionally, participants diagnosed under 10 years of age performed significantly more poorly on measures of attention (i.e., continuous performance task, p ≤ 0.05) and EF (i.e., verbal fluency and tower planning task, p≤0.05). For survivors of pediatric B-ALL, treatment-related factors were not associated with attention or EF outcomes. In contrast, outcomes varied by demographic characteristics, including age and insurance type, an indicator of economic hardship. Future research is needed to more directly assess the contribution of socioeconomic status on cognitive outcomes in survivors.

The 20-item dysexecutive questionnaire after severe traumatic brain injury: Distribution of the total score and its significance

ABSTRACT The Dysexecutive questionnaire (DEX), a 20-item ecological measure used by patients (DEX-S) or significant others (DEX-SO) to assess dysexecutive syndrome, often complements performance-based executive functions (EF) tests. Previous studies highlighted its internal consistency, score variability across samples, weak DEX-S correlations with EF tests, but strong associations with self-assessments of anxiety/depression. This study examined DEX-S and DEX-SO scores from the PariS-TBI study, analyzing data from 76 severe TBI participants and 40 proxies assessed 8-years postinjury compared to matched healthy controls. DEX scores in the control group followed a normal distribution, but severe TBI participants reported significantly higher percentages of very low DEX scores and significantly higher percentages of extremely high scores in both self-reports and proxy-reports. Strong correlations were found between DEX-S and self-reported anxiety/depression (rho = 0.65, p < 0.001). These findings suggest a possible lack of self-awareness in some TBI participants, a probable tendency of some TBI-proxies to underestimate EF difficulties, and the presence of EF difficulties in the TBI group compared to controls. The tendency among some TBI participants and proxies to respond to the DEX questions based on their positive or negative valence (presence of a “valence bias”), rather than specific content, potentially elucidates our results and prior published DEX findings. Trial registration ClinicalTrials.gov identifier: NCT01437683..

Executive Functioning Profiles in Neurodevelopmental Disorders: Parent-Child Outcomes.

Children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD) exhibit more executive function (EF) deficits compared to typically developing (TD) peers. EF deficits are linked to various impairments in daily functioning and increased parental stress. The first aim of the present study is to investigate EFs in children with ASD and ADHD compared to their TD peers. The second aim is to explore profiles of executive functions in children with ASD and ADHD and, finally, to determine the differences of EF profiles in relation to parental stress and children's functional impairments. The sample comprised 30 TD children, 47 children with ASD, and 34 children with ADHD, aged 8 to 12 years. Parents completed questionnaires of parenting stress, and children's social and daily-life functioning. Parents and teachers reported information about children's EF. The results indicated significantly greater impairment of EFs in the clinical groups compared to the TD group. Moreover, three distinct clusters of functioning were identified based on the severity of reported EF difficulties. The significant findings showed that children with more severe EF profiles were associated with greater daily impairment and higher levels of perceived parental stress. Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning.

Impact of physical activity on executive function in primary school children with autism spectrum disorder: a systematic review

Objectives Physical activity (PA) has many significant health benefits for children with autism spectrum disorder (ASD). The aim of the present systematic review was to synthesise published studies focusing on the effect of PA interventions on executive function (EF) 6–12-year-old-children with ASD. To our knowledge, no systematic review has yet been conducted to examine the effects of PA interventions on EF in primary school children with ASD. Findings from this review could aid primary school professionals in identifying effective interventions to address EF difficulties. Methods The present systematic review adhered to PRISMA 2020 guidelines. Studies found in the Pubmed, Web of Science, Scopus and PsycINFO databases were analysed according to inclusion and exclusion criteria. Finally, a total of seven eligible articles were carefully analysed. All studies included in the present review were analysed for methodological rigour and risk of bias was evaluated using the Cochrane Collaboration Guide. Results Traditional PA interventions based on table tennis, basketball skills, non-static bicycling, mixed martial arts and Chinese mind-body exercise were beneficial to EF. Further, innovative tools such as exergames spoke to the interest of students and were a good option to bring into the classroom to improve EF. Conclusions Available evidence does not allow definitive conclusions regarding the cognitive benefits of PA alone. More scientific evidence is needed to establish firm conclusions about the type of interventions that specifically improve EF in children with ASD and provide accurate information to the scientific and educational community.

Everyday Executive Function in Preschoolers with Autism and Links with Intellectual Functioning, Adaptive Behavior, and Autism Symptoms.

Impairments in executive function (EF) among individuals with autism spectrum disorder and their association with negative academic, adaptive, and social functioning outcomes have been widely reported over the past 20 years. However, there remains a lack of understanding of EF in autism during the preschool period, an age at which several crucial abilities (including EF) emerge. The present study therefore sought to document everyday EF in preschool-aged children with autism and its associations with other clinical characteristics. Parents rated the EF of their preschool-aged child with autism (M = 30-65 months, N = 288) using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function-Preschool Version. Psychological Assessment Resources.). Intellectual quotient, adaptive behavior, and autism symptom severity were also assessed. Preschoolers with ASD displayed impairments in everyday EF, particularly in relation with inhibition and working memory. Greater challenges in EF were strongly associated with lower levels of adaptive behavior and a higher severity of autistic symptoms. To a lesser extent, EF challenges were also associated with lower levels of intellectual functioning. The early assessment and detection of EF difficulties in preschoolers with ASD may assist in developing and integrating specific intervention targets to improve these essential abilities within existing early intervention programs for ASD. This could help to maximize their effectiveness and limit the extent of difficulties these children may face growing up.

Executive function and drivers’ ability to self-regulate behaviour when engaging with devices

Distracted driving is a leading cause of road trauma. While there is an understanding of some psychological mechanisms underlying distracted driving, there is limited knowledge on the role of executive function in the willingness to engage in non-driving tasks and even less is known about its potential role in drivers’ self-regulatory behaviour when distracted. This study investigated the relationship between executive function and driver engagement with technology. It specifically focussed on whether difficulties in everyday executive functioning impacts drivers’ ability to self-regulate behaviour when engaging with devices at the planning, decision and control levels. Twenty-five licenced drivers aged 20 to 65 years were recruited from the general driving public. Participants first completed the Behaviour Rating Inventory of Executive Function – Adult Version (BRIEF-A) and then filled in a series of trip diaries soon after driving over a four-week period. The diaries detailed their interactions with a range of on-board and portable devices during each trip. Generalised Estimated Equations were used to examine associations between executive function and drivers’ behavioural regulation when interacting with devices. Results revealed that difficulties with the behavioural regulation and metacognition aspects of executive function were associated with higher engagement with devices while driving. Executive function also had important links to drivers’ self-regulatory behaviours, particularly at the planning and decision levels. The relationship between executive function and self-regulation at the control level was less clear. These findings enhance our understanding of the mechanisms underlying distracted driving behaviour and suggest possible interventions to reduce engagement with devices and facilitate and enhance positive self-regulatory behaviours.