Executive Function Problems Research Articles

Executive Functions in Children and Adolescents with Autism Spectrum Disorder in Family and School Environment.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by the presence of difficulties in communication and social interaction, often associated with deficits in executive functions (EF). The EF correct development is related to a more effective functioning in all its daily activities, while being associated with more efficient social relations. The objective of this research is to analyze the level of development of EF in children and adolescents with ASD in school and at home. This is a descriptive, cross-sectional, and multicenter study with 102 participants selected by non-probabilistic sampling, 32 parents of children with ASD, and 70 professionals in the field of education of students with ASD. The study confirms that although children and adolescents with ASD have problems in executive functioning, the perception of informants, parents, and education professionals is similar but not the same in the different contexts: school and home.

Executive function training for kindergarteners after the Great East Japan Earthquake: intervention effects

Japan’s Social Thinking and Academic Readiness Training (START) program Academic Readiness (AR) lesson aims to improve self-regulation, executive function, and behavior problems in kindergarten children, but the effects of the START program AR lessons in unfavorable circumstances are unclear. Therefore, this study investigated the effects of the START program AR lesson in affected areas after the Great East Japan Earthquake. A cluster randomized trial was conducted with 111 5-year-old children in two kindergartens in Miyagi Prefecture to evaluate the effectiveness of the six-week AR lesson. One kindergarten was randomly chosen to implement the AR lesson, and the other maintained standard education. In the intervention group, trained classroom teachers provided the children with a 20-min AR lesson once a week. Executive function, behavioral self-regulation, and internalizing and externalizing problem behaviors were measured before and after the six-week intervention. The intervention group showed improved inhibitory control and enhanced behavioral self-regulation compared with the standard practice group. In addition, teachers’ evaluations showed that children’s internalizing and externalizing problem behaviors improved significantly. The results indicate that the START program AR lesson was effective in enabling teachers to help students improve executive function, self-regulation, and problematic behaviors. Therefore, educators and policy-makers should consider implementing the START program AR lesson in kindergartens after a disaster.

Neuropsychological manifestations of long COVID in hospitalized and non-hospitalized Brazilian Patients.

There has been a significant increase in number of patients seeking neuropsychological rehabilitation months after the acute phase of COVID-19 infection. Identify the cognitive and psychiatric disorders in patients with long COVID or Post-Acute Sequelae of COVID (PASC) and explore the association between disease severity during the acute phase and persistent neuropsychological manifestations. 614 adults were assessed an average of eight months post-infection. Participants were, on average, 47.6 y.o., who sought rehabilitation for neuropsychological problems. Patients were evaluated using the Barrow Neurological Institute Screen for Higher Cerebral Functions (BNIS), Phonemic Verbal Fluency and Clock Drawing tests (NEUPSILIN) for executive functions, and the Hospital Anxiety and Depression Scale (HADS). The BNIS score was significantly below reference values in all subscales, especially affect and memory. Verbal Fluency and Clock Drawing subtest results were also lower. Patients with PASC tested high for anxiety/depression, but there was no statistically significant relationship between HADS and BNIS scores. Neuropsychological evaluations showed no differences in cognitive or psychiatric profiles between hospitalized and non-hospitalized patients. Neuropsychological results suggest executive function problems and high incidence of anxiety/depression, irrespective of acute-phase severity, underscoring a need for neurorehabilitation programs while providing data for public policy initiatives.

The Power of Teaching Strategy and its Impact on Children with ADHD

Attention deficit hyperactivity disorder (ADHD) is a type of disorder caused by brain dysfunction that is easy to be 
 found in childhood, and it is common in children, adolescents, and adults. Although there is a lot of research on attention deficit 
 hyperactivity disorder (ADHD), there seems to be a lack of comprehensive research on educational strategies and their effects 
 on this disorder. This literature review attempts to discuss what ADHD is and some risk factors associated with the prevalence 
 of ADHD, the executive function problems associated with ADHD and related interventions, other possible interventions or 
 educational strategies, and ultimately, what kind of collaboration relationship should be achieved between the educator and the 
 parent or family will be discussed.

Cognitive behavioural group therapy as addition to psychoeducation and pharmacological treatment for adolescents with ADHD symptoms and related impairments: a randomised controlled trial

BackgroundCognitive behavioural therapy (CBT) is recommended for attention-deficit/hyperactivity-disorder (ADHD) in adolescents. However, all CBTs are not created equal, and the guidelines do not specify which CBT interventions are the most effective for this patient group. This study examines the efficacy of a group CBT without parent involvement as follow-up treatment compared to no additional CBT in adolescents with persistent and impairing ADHD symptoms after a short psychoeducational intervention and medical treatment.MethodsThe authors conducted a two-arm parallel randomized controlled trial in two child and adolescent mental health outpatient clinics in Norway. One hundred patients aged 14–18 years with a diagnosis of ADHD (66%) or subthreshold ADHD (34%) were randomized to either a 12-week group CBT program (N = 50) or a non-CBT control condition (N = 50). Assessments were made at admission to the clinic, two weeks before and two weeks after treatment. The primary outcomes were parent-, teacher- and self-ratings of ADHD symptoms (ADHD Rating Scale-IV), and the secondary outcomes were ratings of ADHD symptom severity, executive function, functional impairment, and emotional problems. Evaluators blinded to group allocation rated ADHD symptom severity with the Clinical Global Impression Scale for Severity (CGI-S) at baseline and post-treatment.ResultsAnalyses using mixed-effects models showed no difference between the treatment arms from baseline to post treatment in primary and secondary outcomes.ConclusionsContrary to our hypothesis, we found no incremental treatment effect on the part of a group CBT as follow-up to psychoeducation and pharmacological treatment on ADHD symptoms and accompanying impairments. Limitations with the CBT was the large number and low dosage of treatment components, causing restricted time for practice. Unlike evidence-based, individualized targeted CBTs with parent involvement, a group CBT directed solely at the adolescents with no parent involvement does not appear effective for treating ADHD.Trial registrationNCT02937142, 18/10/2016.

Uncovering Key Elements of an Executive Functioning Intervention in Adolescents: Epilepsy Journey.

The extent to which tailored executive functioning (EF) interventions lead to improvements in other areas of functioning in adolescents with epilepsy is unknown. The types of problems that youth select to practice EF skills during tailored interventions has not been documented. This study aimed to systematically evaluate: 1) the EF problems and strategies selected during a tailored EF intervention for youth with epilepsy, and 2) impact of a tailored intervention on specific problems for subgroups who choose to practice EF skills in those areas. We conducted secondary data analyses of a proof-of-concept clinical trial of a tailored web-based EF intervention for youth with epilepsy. Baseline and 2-months post-intervention questionnaire data were included. A coding system was developed to identify the problem domains that adolescents targeted during treatment. Descriptive statistics and paired sample t-tests were used to examine whether adolescents who identified specific EF problems improved on specific domains. Coding revealed eight domains: Academics, Activities of Daily Living, Family, Social, Adherence, Healthy Habits/Self-care, Sleep, and Emotion/Stress. Significant improvements were noted on "Academics," "Emotion/Stress," and "Sleep" domains for those who applied EF skills to those domains. Tailored EF interventions such as Epilepsy Journey are related not only to improvements in broad EF skills, but also to improvements across areas of functioning that adolescents identify as important. Clinically, EF skills may be more effectively learned when adolescents directly apply EF skills to the problems they identify as most salient. ClinicalTrials.gov: NCT02925663.

Self‐reported executive function problems in adults born very low birthweight

BackgroundExecutive function difficulties are common among children born very preterm and/or very low birthweight (<1500 g; VLBW), but little is known about whether they persist into adulthood.ObjectivesExamine the nature and pattern of self‐reported executive functioning at 23 and 28 years of age using data from a national cohort study of adults born VLBW and a comparison group of same‐age full‐term (FT) born adults. Also examined were associations between executive function difficulties and socio‐economic outcomes.MethodsAll infants born VLBW in New Zealand during 1986 were prospectively included in an audit of retinopathy of prematurity (n = 413), with 250 (77% of survivors) followed to median age 28 years. A comparison group of FT adults was also recruited at age 23 and followed to 28 years (n = 100). Across both adult assessments, executive functioning was assessed using the Behaviour Rating Inventory of Executive Function—Adult Version (BRIEF‐A) and analysed with semi‐parametric models to examine the effects of age and group on executive function.ResultsAt 23 and 28 years, VLBW adults had increased risk of executive function impairment compared with FT adults in behaviour regulation (relative risk [CI] 2.37, 95% confidence interval (CI)1.27, 4.45), meta‐cognition (RR 6.03, 95% CI 2.18, 16.78) and global functioning (RR 3.20, 95% CI 1.40, 7.28). Impaired global executive functioning was associated with lower socio‐economic status (regression estimate [b] = −0.43, 95% CI −0.59, −0.27) and a reduced likelihood of home ownership by age 28 years (RR 0.98, 95% CI 0.96, 1.00), even after controlling for sex, ethnicity and parental socio‐economic backgrounds for both groups.Conclusion(s)VLBW‐born adults continue to experience more executive function difficulties in their everyday life relative to term controls at age 28 years. These difficulties were negatively associated with their socio‐economic opportunities as young adults.

Longitudinal Investigations of Autoregressive Cross-Lagged Path Models Among Internet Use, Executive Function Problems, and Maternal Control in Young Korean Children.

Excessive Internet use is related to behavioral and cognitive dysfunctions, but little is known about the relationship between them in young elementary school children. This study examined the longitudinal relationship between children's Internet use for entertainment purposes, executive function problems, and maternal control. Differences by children's Internet addiction status in their associations were also examined. Data from Wave 9 (2016) to Wave 11 (2018) of 1,463 children and mothers who participated in the Panel Study on Korean Children (PSKC) were used. The children's ages were 8 (grade 2), 9 (grade 3), and 10 years (grade 4) at Waves 9, 10, and 11, respectively. Associations between the variables were analyzed using autoregressive cross-lagged model estimations and multi-group analysis. The results showed the longitudinal stability of each of children's Internet use, executive function problems, and maternal control over the 3 years. Mutual associations between maternal control and children's Internet use were found especially in the low-risk group. In addition, children's executive function problems positively predicted Internet use, and negative associations from executive function problems to maternal control were significant over the years. However, some of these associations were significant only in the high-risk group. Discussions have focused on the protective role of maternal control and cognitive intervention, which could reduce children's excessive Internet use.

Associations between cognition and employment outcomes after epilepsy surgery

ObjectivesPrevious studies have shown that younger age, higher education, and seizure freedom after epilepsy surgery are associated with employment. However, very few studies have investigated associations with cognition and employment status in epilepsy surgery patients. MethodsThis retrospective study consists of 46 adult patients, who underwent resective epilepsy surgery in the Helsinki University Hospital between 2010 and 2018 and who had been assessed by a neuropsychologist prior to surgery and 6 months after surgery using a systematic test battery. In addition to neuropsychological evaluation, neurologists assessed the patients prior to surgery and followed up the patients up to 24 months after the surgery and evaluated work status of the patients. Logistic regression models were used to assess the effects of cognition on changes in employment status, while controlling for age and education. ResultsOut of the 46 patients 38 (82.6%) were seizure free and 7 (15.2%) had their seizures reduced 2 years postsurgically. From prior to surgery to 2 years postsurgery, use of antiseizure medication was reduced in most of the patients, mean reduction of the dosage being 26.9%. Employment status improved in 10 (21.7%) patients, remained unchanged in 27 (58.7%) and worsened in 3 (6.5%). An additional 6 patients were already not working prior to surgery. Subsequent analyses are based on the subsample of 37 patients whose employment status improved or remained unchanged. Mistakes in executive function tasks (p = 0.048) and working memory performance (p = 0.020) differentiated between the group whose employment status remained similar and those who were able to improve their employment status. Epilepsy surgery outcome or changes in antiseizure medication (ASM) use were not associated with changes in employment status. ConclusionsIn the subsample of 37 patients, errors in executive function tasks and poorer working memory differentiated patients whose employment status did not change from those patients who could improve their employment status. Problems in executive function and working memory tasks might hinder performance in a complex work environment. When assessing the risks and opportunities in returning to work after surgery, difficulties in working memory and executive function performance should be taken into consideration as they may predispose the patient to challenges at work.

Deficits in episodic future thinking following acute alcohol consumption

RationaleAcute alcohol consumption adversely affects many cognitive abilities, including episodic memory and executive functioning. However, no study to date has tested whether these acute effects of alcohol also extend to episodic future thinking (EFT). This is a surprising omission given that EFT refers to the ability to imagine oneself experiencing the future, a highly adaptive ability that has been implicated in many important functional behaviours. EFT is also thought to impose demands on episodic memory and executive control.ObjectivesThe current study was designed to provide the first test of whether a moderate dose of alcohol influences EFT and whether any observed EFT difficulties are secondary to broader problems in episodic memory and executive functioning. Sex differences in EFT following acute alcohol consumption were also examined.MethodsOne hundred and twenty-four healthy adult social drinkers were recruited and randomly assigned to either the alcohol (n = 61) or placebo (n = 63) condition. Participants were administered a dose of 0.6 g/kg alcohol or a matched placebo drink.ResultsRelative to the placebo condition, EFT was impaired by acute alcohol consumption. This impairment was underpinned by broader difficulties with episodic memory, but not executive functioning. There were no sex differences in EFT performance following acute alcohol use.ConclusionThese data provide novel insights into the effects of acute alcohol consumption on EFT and the broader cognitive mechanisms that contribute to these difficulties. The results are discussed in relation to their implications for understanding many of the maladaptive behaviours commonly associated with acute alcohol use.

Neuro Trauma Training: Feasibility and Acceptability of Online Training in Executive Function for Residential Childcare Workers

Background In residential childcare for youth who have been removed from the birth home as a result of childhood maltreatment, staff are working with after-effects of developmental trauma. Experiencing trauma and neglect at a young age is likely to lead to adaptive alterations in brain development, in part due to over- or under-activation of the body’s stress response. As a result, care-experienced children and youth with trauma backgrounds are likely to experience various neurodevelopmental difficulties, including executive function problems. There is a gap in training provision related to executive function in the context of neurodevelopmental trauma and its implications for current behavior, affect and cognition. Objective To conduct a feasibility and acceptability trial of an online training course for residential workers with care-experienced children, focusing on the impact of trauma on the development of executive function. The development of the training and an evaluation of its outcomes are described. Participants and setting Staff working in residential childcare across the UK were invited to participate in an online training and evaluation protocol. Methods Participants completed measures of perceived and actual knowledge before and after training. Completion rates, outcomes data and evaluation feedback was used to assess the acceptability and feasibility of the training, Results Of 318 initial registrants, 47.7% completed the training and post-training measures. Significant learning gains were found, along with (p < .001, d = 1.08) positive feedback from participants. Technological constraints were the most significant limitation. Conclusions An online neurodevelopmental trauma training is feasible and acceptable to residential childcare workers.

Cognitive Rehabilitation Training in Improving Executive Function, Antisocial Behaviors, and Legal Problems in Children With Attention-Deficit/Hyperactivity Disorder

Background:Attention Deficit Disorder/Attention-Deficit/Hyperactivity Disorder (ADD/ ADHD) is one of the most prevalent childhood diseases, and it may substantially influence social behaviors, legal issues, and disputes. The goal was to see how cognitive rehabilitation training affected executive functioning and impulsivity in children with ADHD in Tehran, District 5. Methods: A quasi-experimental design was used, with two groups (experimental and control) and a pretest-posttest. All students with ADHD disorder aged 7 to 12 years were included in the statistical population. The sample comprised 30 kids who were age-matched and randomly split into two groups. They were tested for two months in February and March 2021. Slow cognitive rehabilitation training was given to the experimental group. Both groups were given a pretest and a posttest. Information was gathered using the BRIEF (parent form) and Conners’ (parent form) questionnaires. MANCOVA was used to analyze the data, using the SPSS software v. 26, with a significance threshold of 0.05. Results: There was a significant difference in executive function variables (inhibition, attention transfer, emotional control, initiation, working memory, planning, material organization, and control) and reduced impulsivity (attention deficit , hyperactivity, opposition, and ADHD) (P≤0.001). Conclusion: Cognitive rehabilitation improves executive skills and impulsivity in children with ADHD aged 7-12 years. Cognitive rehabilitation training should be utilized with other educational approaches to rectify social behaviors, minimize conflict, and improve executive functions.

Executive function in individuals who are compliant and non-compliant with the conditions of a community-based sentence

Executive function encompasses multiple processes (e.g. regulating emotions, managing behaviours, problem-solving) essential in daily living. A growing body of neuropsychological research shows a relationship between executive dysfunction and criminal behaviour. However, is executive functioning relevant to sentence management? We examined relationships between self-reported executive functioning and community supervision sentence compliance. Sixty-four individuals serving community-based supervision sentences completed the Behavior Rating Inventory of Executive Function–Adult Version, and their compliance data for six months were collected from probation officer notes. The sample’s mean scores were significantly higher (i.e. poorer executive functioning) than those for the normative sample. Those who complied with sentence conditions had higher mean scores than those who were non-compliant. Subsequent exploratory analyses showed that those with poorer executive functioning received more probation officer support to comply with sentence conditions. Attention to responsivity issues like executive function problems may help avoid entrapping people in the criminal justice system.

The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems

AbstractWe examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC‐2, as well as peer‐reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and depression), multiple regression analyses indicated that inattention emerged as a predictor of greater cheating behaviors (R2 = 0.20). We also found that the positive relation between inattention and cheating was mediated by hyperactivity.

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

ABSTRACT Compared to their stably housed peers, homeless, and highly mobile (HHM) youth experience disproportionately greater adversity and risk leading to a wide variety of poor developmental outcomes, and targeted interventions have the potential to mitigate such outcomes. A growing literature highlights the need for accurate diagnosis in high-risk populations given the considerable overlap between posttraumatic symptomology and behaviorally based disorders such as ADHD. Objective testing inferring neurobiological and circuit-based abnormalities in posttraumatic stress disorder (PTSD) and ADHD may provide a useful clinical tool to aid accurate diagnosis and treatment recommendations. This novel, exploratory study examined the relation between executive function (EF) as measured by objective testing and parent ratings with symptoms of posttraumatic stress and ADHD in 86 children (age 9 to 11) living in emergency homeless shelters. Parent-rated EF problems suggested broad impairment associated with ADHD symptoms but specific impairment in emotional/behavioral function associated with posttraumatic stress symptoms. While measures of inhibition and shifting EF were strongly associated with symptomology in bivariate correlations, they explained minimal variance in regression models. Internalizing behavior problems were associated with posttraumatic stress symptoms, while externalizing behavior problems were associated with ADHD symptoms. Implications for clinical practice and future research are discussed.

Prospective memory deficits following acute alcohol consumption.

Prospective memory is a critical neurocognitive capacity that refers to the ability to execute delayed intentions. To date, few studies have investigated the effects of acute alcohol consumption on prospective memory, and important questions remain about the mechanisms that might underpin acute alcohol-induced prospective memory impairment. The current study sought to clarify the nature and magnitude of prospective memory difficulties following acute alcohol consumption and to test the degree to which any problems with prospective remembering might be a secondary consequence of broader cognitive impairment. This study also investigated whether there were potential sex differences. In all, 124 healthy adult social drinkers were assigned to either the alcohol (n = 61) or placebo (n = 63) condition. Participants were administered a dose of 0.6 g/kg alcohol or a matched placebo drink and then asked to complete a measure of prospective memory. A broader neurocognitive test battery was also administered. Relative to the placebo condition, acute alcohol intoxication led to significant impairment on all prospective memory tasks, with effects mostly large in magnitude. These difficulties could not be explained by broader problems in retrospective memory, executive function or episodic future thinking. In addition, females recorded a higher blood alcohol concentration than males; however, no sex differences in prospective memory performance were identified following acute alcohol use. The results show that acutely, even a moderate dose of alcohol substantially impairs prospective memory function. These findings have potentially important implications for understanding many of the maladaptive behaviours associated with acute alcohol consumption.

Reliability and Validity of a Virtual Reality-based Cognitive Assessment Tool (VR-CAT) for Children with TBI

<h3>Research Objectives</h3> An estimated 700,000 pediatric traumatic brain injury (TBI) cases are reported each year in the U.S. The long-term goal of this project is to address the need to identify and treat those patients with persistent executive function problems. Virtual reality (VR) has the potential to provide an immersive environment for measuring EFs. This presentation aimed to examine the reliability and validity of the VR-based Cognitive Assessment Tool (VR-CAT) for inhibitory control [IC], working memory [WM], cognitive flexibility [CF]). <h3>Design</h3> Cross-sectional design with comparison. <h3>Setting</h3> Level 1 trauma center. <h3>Participants</h3> A total of 24 patients 7-17 years with mild complicated/moderate/severe TBI and 30 patients with orthopedic injury (OI) participated. <h3>Interventions</h3> N/A. <h3>Main Outcome Measures</h3> Test-retest reliability was measured by correlating VR scores between two assessments among TBI/OI patients. Concurrent validity, ecological validity, and diagnostic validity was measured among TBI and OI patients using NIH Toolbox Cognitive Battery and BRIEF2. <h3>Results</h3> VR-CAT demonstrated adequate test-retest reliability on IC, WM, and CF. Adequate concurrent validity on IC and WM but not CF tasks was established by significant correlation with respective age-corrected NIH Toolbox scores. VR-CAT demonstrated adequate ecological validity with BRIEF2 only on WM but not IC or CF. Finally, VR-based WM (but not IC or CF) task showed fair diagnostic validity between TBI and OI groups. <h3>Conclusions</h3> VR-CAT demonstrated high temporal reliability inhibitory control, working memory, and cognitive flexibility. It also showed adequate concurrent, ecological, and diagnostic validity on working memory. <h3>Author(s) Disclosures</h3> None.

Variables predicting the association between autistic traits and externalizing symptoms among young adults

PurposeConsidering the high comorbidity of autism spectrum disorder (ASD) with externalizing disorders and that ASD is considered as a continuum, which implies the identification of it features in the whole population, the purpose of this paper is to know the characteristics of the association of externalizing symptoms in the population with ASD traits.Design/methodology/approachOne hundred and seventeen postsecondary students participated in the study, providing responses to a battery of self-reported tests.FindingsThe existence of a significant association between ASD and attention deficit hyperactivity disorder (ADHD) (0.519; p < 0.01) was proved. Regression analyses showed that problems in executive functioning, working memory deficits and difficulties in the use of emotion regulation strategies predicted the presence of ADHD traits (F = 36.757, R2 = 62.3%, p < 0. 01) and impulsivity behavior (F = 18.249, R2 = 45.1%, p < 0.01).Research limitations/implicationsExternalizing symptomatology in people with higher ASD traits is extended to the general population. Future research should study other problematic behaviors, such as aggression or self-harm, to continue generating appropriate interventions.Originality/valueThe results reported reinforce the study of ASD as a dimensional disorder, in line with the latest advances in the classification of psychopathology. Considering which variables are behind the problematic behaviors allows interventions to be focused on these factors, contributing to their reduction and to the improvement of professional practices.

Longitudinal Associations Between Trauma Exposure and Executive Functions in Children: Findings from a Dutch Birth Cohort Study

This study is the first to distinguish two possible predictive directions between trauma exposure and executive functioning in children in a community sample. The sample consists of 1006 children from two time points with a seven years’ time interval of a longitudinal Dutch birth cohort study, the ABCD-study (Van Eijsden et al., 2011). We analyzed the longitudinal associations between trauma exposure and executive functioning using structural equation modeling. The results demonstrated that (after controlling for prenatal substance exposure and mothers’ educational level) trauma exposure before age 5 is predictive of poorer executive functioning at age 12 and trauma exposure between age 6 and 12. However, the association between executive functioning at age 5 and trauma exposure between age 6 and 12 was not statistically significant. Our results indicate that early life trauma exposure has a long term impact on later executive functioning and not the other way around. On top of that, trauma exposure seems to accumulate across childhood when children are exposed to a traumatic event before the age of 5. When looking at the potential moderating role of parenting behavior we found no evidence for such a moderating effect of parenting behavior. Our findings showed that children exposed to trauma early in life may experience problems in executive functioning later in life and they seem at higher risk for cumulative trauma exposure. Clinical practice should take this into account in both the way they provide (early) mental health care and in prevention and recognition of early trauma exposure.

Paternal mind-mindedness and child executive functioning in the kindergarten classroom

Growing research shows that parent‒child relationships are reliable predictors of child executive functioning (EF), a set of cognitive skills of key importance for learning and school adjustment. However, few EF studies have considered fathers and even fewer have examined paternal mind-mindedness, an aspect of parental behavior that is gaining attention in developmental research. Accordingly, the aim of this longitudinal study (N = 108) was to investigate the role of paternal mind-mindedness in the prediction of individual differences in child EF as manifested at school. Paternal mind-mindedness was assessed during a 10-min father–toddler free play sequence when children were aged 18 months, and child EF problems were reported by teachers in kindergarten. The findings indicated that toddlers who were exposed to more paternal mind-mindedness were later considered by their teachers to present fewer EF problems in everyday school settings. The results held after controlling for other documented predictors of EF, namely mother–toddler attachment security, paternal socioeconomic status, and prenatal risk. This study underscores the relevance of parental mind-mindedness for child cognitive development and adds to growing research on fathers and their importance for child EF. Futures studies should adopt a systemic approach, including both parents and their children, to enhance the understanding of the parental and family antecedents of child EF.