Executive Function Parent Research Articles

Differential contributions of performance-based and parental reports of executive functioning on memory in pediatric focal and generalized epilepsies

Children with epilepsy often experience deficits in both executive functioning (EF) and memory. However, how these two domains interact and relate to specific epilepsy types remains unclear. This study compared two groups of children: those with localization-related epilepsy (LRE) and those with genetic generalized epilepsy (GGE). We aimed to understand how performance-based and parent-reported EF differentially contribute to understanding memory function in each group.We examined neuropsychological measures assessing memory and EF in 75 children with LRE and 91 with GGE. Multiple linear regressions explored the impact of EF on memory performance.Performance-based EF scores accounted for greater variance in memory scores than parental EF reports. However, performance-based EF measures explained much more variance in visual memory for LRE than GGE and explained much more variance in verbal memory for the GGE group. Parental reports of EF contributed marginally to understanding variance.These findings suggest differential relationships between EF and memory based on epilepsy type. Performance-based EF measures appear more reliable at understanding memory variance than did parent reports. Our results have potential clinical implications for tailoring neuropsychological assessment and intervention for children with different epilepsy types.

A process model of parental executive functioning as a spillover mechanism linking interparental conflict and parenting difficulties across parenting domains.

There is a well-documented interdependency between destructive interparental conflict (IPC) and parenting difficulties (i.e., spillover effect), yet little is known about the mechanisms that "carry" spillover between IPC and parenting. Guided by a cascade model framework, the current study used a longitudinal, multimethod, multi-informant design to examine a process model of spillover that tested whether parental executive functioning (working memory, cognitive flexibility, inhibitory control) served as a mediator of the prospective associations between IPC and subsequent changes in parenting over a 2-year period. Mothers and fathers were separated into differentiated models and multiple domains of parenting were examined (i.e., authoritarian discipline and scaffolding behavior). Participants included 231 families (both mothers and fathers of preschoolers). Race was reported as White (62%), Black (21%), Mixed (8%), Asian (3%), or Other (6%) and 14% considered their ethnicity to be Hispanic/Latino. Median household income was $65,000. Results indicated that for fathers, IPC indirectly predicted domain-general parenting difficulties (increased authoritarian parenting and decreased scaffolding) via deficits in paternal cognitive flexibility (but not inhibitory control or working memory). In mothers, IPC directly predicted domain-specific parenting difficulties (decreased scaffolding only) that did not operate via maternal executive functions. Notably, these effects occurred over and above the influence of parental socioeconomic status. This study constitutes a first step toward documenting parental executive functioning as a mechanism underlying the spillover of IPC to the parent-child relationship. Family interventions intended to interrupt IPC spillover should emphasize father involvement and consider targeting parental executive functions as change mechanisms. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for A Process Model of Parental Executive Functioning as a Spillover Mechanism Linking Interparental Conflict and Parenting Difficulties Across Parenting Domains

Supplemental Material for A Process Model of Parental Executive Functioning as a Spillover Mechanism Linking Interparental Conflict and Parenting Difficulties Across Parenting Domains

Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes.

Changes in executive function (EF) occur during adolescence with several factors (e.g., parenting styles, socioeconomic status) influencing the development of EF abilities. These changes are important as EF has been strongly linked with a range of outcomes including academic achievement, job performance, and social-emotional well-being. However, few studies have examined variability in EF trajectories during this critical developmental period, or trajectories in samples known to have specific impairments with EF, such as adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD). The present study examined differential trajectories of three domains of parent-rated EF in 302 adolescents (167 males; Mage = 13.17 years) with and without ADHD (53.6% with ADHD) from grade 8 to 10. The study also explored whether adolescent ADHD, parent ADHD, and parents' own EF predicted EF trajectories in addition to the longitudinal relation between trajectories and academic outcomes. Findings suggest that adolescence is marked by significant variability in EF development due to factors such as ADHD status, parent ADHD, and parent EF ability. Additionally, adolescents who displayed poor EF abilities throughout middle and high school had significantly lower grade point averages and poorer parent-, teacher-, and self-reported academic outcomes. Implications for interventions targeting EF deficits among adolescents with and without ADHD are discussed.

Parental regulation of parent and child screen-based device use

Media use and screen time show both positive and negative effects on child development. Parents’ behaviors, perceptions, and regulation of parent and child screen-based device (SBD) use may be critical understudied factors in explaining these mixed effects. We developed the Parent Screen-Based Device Use Survey (PSUS) to assess parental use of multiple SBDs (e.g., computers, phones, and TVs) and tested its factor structure across two United States samples of mothers of children aged 2–6 years (total N = 402). Subscales captured parental SBD use related to Discipline, Limit-Setting, Involvement, Child Care, Family Norms, Self-Regulation, Dysregulation, and Parenting Support, and showed good factor loadings and internal reliability. Validity was tested in relation to parent distress, parent executive function problems, and child behavior problems. Parental limit-setting and involvement were either unrelated to or related to fewer parent and child problems, whereas parental use of SBDs for self-regulation, child care, discipline, support, and family activities, as well as parents’ more dysregulated use, were related to more parent and child problems. The PSUS holds promise in addressing the parental mechanisms that underlie media effects on child development.

Executive function measured by BRIEF in adolescents diagnosed and treated for ADHD: problem profiles and agreement between informants

ABSTRACT Executive functional deficits (EFDs) play an important role in functional impairment in adolescents with attention deficit/hyperactivity disorder (ADHD). More knowledge of executive function (EF) profiles and informant discrepancies will guide clinicians and provide tailored treatment advice. The objectives of this study were to use teacher, parent, and self-reported EF ratings to describe (a) problem profiles and (b) the correlation and agreement between informants. This study included 100 adolescents aged 14–18 years with ADHD still experiencing clinically impairing symptoms despite standard treatment including medication. EFs were measured using the Behavior Rating Inventory of Executive Function (BRIEF). Agreement between informants was quantified using Pearson correlation and informant discrepancies were analyzed using paired samples t-test. Overall, the results indicated considerable EFDs in the study population. Correlation and agreement varied between the informants. Agreement was highest between adolescents and their parents, especially for female participants, and lowest between male participants and their teachers. Teachers reported the highest level of EFDs, whereas adolescents generally self-reported EFDs at a lower level than both parents and teachers. Identifying and tailoring treatment for EFDs might improve future prognosis for adolescents with ADHD, however, self-awareness of these difficulties is a challenge that needs to be considered when planning interventions.

Does parental autonomy support mediate the relation between parent and infant executive function? A study of mothers and fathers in the Netherlands and China

Parenting skills, such as Autonomy Support (AS), have been proposed as a potential mechanism explaining the intergenerational contiguity of Executive Function (EF). However, few studies have focused on mothers and fathers among non-Western families. The current study investigated the role of maternal and paternal AS in the relation between parental EF and infant EF at 14 months of age among 123 Dutch and 63 Chinese first-time mothers and fathers and their infants. Multiple-group structural equation models were built for mothers and fathers separately with country as a grouping variable. Results showed that parental AS did not mediate the relation between parent EF and infant EF at 14 months. Mean-level differences were found in parental AS, maternal EF, and infant inhibition across countries, while no country differences were found in the relation between parent EF, AS and infant EF. Our findings suggested that individual differences in early EF may not be stable enough to be reliably predicted from parental factors across the Netherlands and China.

Maternal executive functioning is associated with infant sustained attention, but not executive functioning, in a sex-specific manner

Parental executive functioning (EF) is considered one key contributing source, via direct and indirect routes, of inter-individual variation in offspring EF. The current study investigated the unexplored associations between maternal EF and infant EF as well as its precursor, sustained attention. Ninety-seven mother-infant-dyads from the FinnBrain Birth Cohort Study participated. Maternal EF was assessed using selected measures from the Cogstate test battery. At 8 months, infants completed Lab-TAB Blocks and modified A-not-B tasks. A modest but robust link between maternal EF and infant attention was revealed in girls. There was no association between mother and infant EF in either sex at 8 months. Notable directions for future research, and potential underlying mechanisms of sex differences are discussed.

Parental Problematic Smartphone Use and Children's Executive Function: The Mediating Role of Technoference and the Moderating Role of Children's Age

Smartphones can affect the relationship between parents and their children, and this technoference of technology has been associated with children's socio-emotional development. Nonetheless, few studies have examined the association between the problematic use of smartphones by parents in relation to children's executive function (EF). The current study thus explored whether parental problematic smartphone use and technoference were associated with children's EF. A total of 472 parents of children aged 3–9 years answered questionnaires that measured their problematic smartphone use, technoference, and children's EF. Results indicated that parental problematic smartphone use was significantly correlated with children's EF difficulties. Furthermore, the positive relationship between parental problematic smartphone use and children's EF problems was partly due to the interference of technology with parent–child activities. Furthermore, the relationships between parental problematic smartphone use, technoference, and children's working memory problems were moderated by the children's age group. These findings emphasize the important influence of parental media use on children's EF.

A Coaching Model to Promote Economic Mobility and Child Developmental Outcomes.

Children growing up in poverty experience worse developmental outcomes than their more economically advantaged peers. Whether Mobility Mentoring, a program focused on building parent executive function to promote economic mobility, results in improved child developmental outcomes is not known. This study population was drawn from children enrolled in Washington State's public, income-qualified prekindergarten program and their families. We used a quasi-experimental, preintervention-postintervention design with 2 contemporaneous comparison groups: children in the same settings whose families did not receive the intervention and children in settings in which the intervention was not offered. Primary outcomes are improvement in each of the 6 dimensions of the Teaching Strategies GOLD (TSG) measure (social-emotional, physical, cognitive, language, literacy, and mathematics) and meeting or exceeding "widely held expectations" in all of these 6 dimensions. Within sites that offered the coaching program, children whose parents received the program (n = 2609) showed gains in 2 of 6 TSG dimensions compared with children (n = 440) whose parents did not, and also met or exceeded widely held expectations. TSG outcomes of all children in sites offering the intervention (n = 3049) did not differ from those of children in sites that did not (n = 7216). Findings provide sufficient evidence of a positive impact of Mobility Mentoring on child development to merit further study. If substantiated, building parental executive function may improve child outcomes as well as enhance progress toward economic self-sufficiency, and potentially be more engaging than traditional family support programs.

Maternal Psychological Distress and Executive Functions Are Associated During Early Parenthood - A FinnBrain Birth Cohort Study.

Parental executive functioning (EF) and parenting behaviors can be affected by the multiple stressors that are often present during early parenthood. However, little is known about how commonly experienced psychological distress during early parenthood is associated with parental EF capacity. We explored the links between psychological distress and EFs in a general population sample of 150 Finnish birth cohort mothers with 2.5-year-old children. The symptoms of depression, anxiety, insomnia, and poor couple relationship adjustment were measured with the self-report questionnaires EPDS, SCL-90, AIS, and RDAS. EFs were assessed with five computerized Cogstate tasks. When the psychological distress measures were added to a hierarchical regression analysis as continuous variables, no significant single or additive associations with EFs were found. When the distress measures were dichotomized to compare symptoms below/above cutoffs indicating clinically elevated levels, single distress domains remained as non-significant predictors, but a cumulative risk index of the number of concurrent clinically elevated distress domains was significantly associated with EFs. Thus, mothers with a higher number of concurrent clinically elevated psychological distress domains (i.e., depression, anxiety, insomnia, and poor couple relationship adjustment) tended to have lower EFs. This association is possibly bi-directional – clinically elevated distress within several domains could have a cumulative, depleting effect on maternal EF capacity, but a lower EF capacity could also increase the vulnerability for experienced distress within several concurrent domains. Longitudinal studies are needed to clarify potential causal links between stressors and EF.

Uric Acid Associates With Executive Function in Children and Adolescents With Hypertension.

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A-042 Incongruence Between Self- and Parent- Report Measures of Executive Function on the Behavior Rating Inventory of Executive Function (BRIEF) in Adolescents with Attention Deficit Hyperactivity Disorder

Abstract Objective Research has demonstrated that adolescents with ADHD show executive dysfunction, although they do not always endorse such difficulties. We investigated inter-rater agreement between parent- and self-reported executive function (EF) in adolescents with ADHD, using the BRIEF. We also sought to investigate the relationship between scores on parent and self-report EF measures with performance on objective EF measures. Method Utilizing a clinical database, we identified 75 participants (13-17 years; Mage = 14.9; 60% male; 27% African American, 63% White, 3% Hispanic, 7% Other) with a diagnosis of ADHD. We examined inter-rater reliability between parent and self-reported factors on the BRIEF. We then examined the association between parent and self-report BRIEF Inhibition scores and the D-KEFS Color Word Interference (CWI) Inhibition trial, and parent and self-report BRIEF Shift scores and the D-KEFS CWI Inhibition/Switching trial and Trails Letter Number Sequencing trial. Results Significant associations were found between parent and self-ratings on BRIEF Inhibition (ICC = .22; 95% CI = -.24-.50), Shift (ICC = .24; 95% CI = -.21-.52), Emotional Control (ICC = .45, 95% CI = .137-.655), Plan/Organize (ICC = -.143; 95% CI = -.81–28), and Working Memory (ICC = -.193; 95% CI = -.89-.25) subscales. Correlation comparisons were significant for BRIEF self-report Inhibition and CWI Inhibition (r(73) = −.405, p = .000) only. Conclusion Results support standing findings regarding poor interrater reliability between parent and self-ratings of daily executive functioning in adolescents with ADHD. Self-report was seen to correlate with performance on objective EF tasks. Clinically, these results highlight the need for multidimensional assessment of ADHD in adolescents.

Measurement of parental executive function in early childhood settings: Instrument reliability and validity in community-led research projects.

A growing number of early childhood (EC) parenting programs target adult executive function (EF) to build responsive parenting behaviors and to promote positive child development. Although measurement of EF is well understood in academic research, little work has examined EF measurement in community settings. The present study examined psychometric properties of the Behavior Rating Inventory of Executive Function-Adult Version among 203 parents whose children were enrolled in EC programs serving under-resourced communities. We calculated Cronbach's α and mean-item correlations to test internal consistency reliability. To test factor structure, we conducted exploratory factor analysis and confirmatory factor analyses. Results suggest adequate internal consistency and that factor structures, beyond the original proposed, are appropriate for our community sample. Together, findings indicate that self-report measures of adult EF may perform differently for families experiencing adversity, raising questions about the acceptability of clinical EF tools in in underserved communities.

Effects of periconceptional folate on cognition in children of women with epilepsy: NEAD study.

Emerging evidence suggests potential positive neuropsychological effects of periconceptional folate in both healthy children and children exposed in utero to antiseizure medications (ASMs). In this report, we test the hypothesis that periconceptional folate improves neurodevelopment in children of women with epilepsy by re-examining data from the Neurodevelopmental Effects of Antiepileptic Drugs (NEAD) study. The NEAD study was an NIH-funded, prospective, observational, multicenter investigation of pregnancy outcomes in 311 children of 305 women with epilepsy treated with ASM monotherapy. Missing data points were imputed with Markov chain Monte Carlo methods. Multivariate analyses adjusted for multiple factors (e.g., maternal IQ, ASM type, standardized ASM dose, and gestational birth age) were performed to assess the effects of periconceptional folate on cognitive outcomes (i.e., Full Scale Intelligence Quotient [FSIQ], Verbal and Nonverbal indexes, and Expressive and Receptive Language indexes at 3 and 6 years of age, and executive function and memory function at 6 years of age). Periconceptional folate was associated with higher FSIQ at both 3 and 6 years of age. Significant effects for other measures included Nonverbal Index, Expressive Language Index, and Developmental Neuropsychological Assessment Executive Function at 6 years of age, and Verbal Index and Receptive Language Index at 3 years of age. Nonsignificant effects included Verbal Index, Receptive Index, Behavior Rating Inventory of Executive Function-Parent Questionnaire Executive Function, and General Memory Index at 6 years of age, and Nonverbal Index and Expressive Index at 3 years of age. Use of periconceptional folate in pregnant women with epilepsy taking ASMs is associated with better cognitive development. NCT00021866.

Parental executive function as a predictor of parenting practices and children's executive function

AbstractThe family context has been identified as an important predictor of the development of children's executive function (EF). An emerging line of research demonstrates that parents' own EF is linked to their caregiving behaviours and their children's EF. However, researchers have yet to explore the extent to which parental EF is related to specific caregiving practices in the home that may be supportive of children's EF. In this study, we examined the extent to which parental EF is associated with children's EF and explored the role of general parenting practices as well as EF‐specific parenting activities in this relation using a sample of 197 preschoolers (50.3% male and 84.3% Caucasian) and their parents in the United States. Multivariate regressions indicated that parental EF was related to children's EF above and beyond general parenting and EF‐specific practices (β = .22, p = .003, CI [0.07, 0.36]). Additionally, a significant indirect relation emerged between parental EF and children's EF through EF‐specific activities (β = .04, CI [0.01, 0.10]). The potential importance of the family context for EF development and study implications are discussed.Highlights The purpose was to examine the associations among parent's EF, children's EF, and general parenting and EF‐ specific practices. Parent's engagement in EF‐specific activities mediated the relation between parental EF and children's EF Parent's own EF skills as well their engagement in EF‐specific activities may promote the development of children's EF.

862-P: Association of Parent Executive Function and Child Glycemic Control in Type 1 Diabetes

Executive functions (EF) are a collection of effortful self-regulation abilities that control intentional behavior and promote regulation of thoughts and emotion. Parents of children with type 1 diabetes (T1D) are charged with organizing management of child behavior while simultaneously engaging in beneficial health behaviors, all of which involve key EF tasks (e.g., attention, self-regulation, working memory, and problem solving). As such, individual parent EF abilities likely play a significant role in children’s diabetes management and health outcomes. This study examined the relation between parent EF and glycemic control in children with T1D. Fifty-two parents of children age 2-10 (M parent age = 37.4 years, 53.8% African American, M child age = 8.0, M diabetes duration = 3.7 years) with T1D were enrolled in the cross-sectional study at a pediatric diabetes clinic. Parents completed the Working Memory Index (Arithmetic and Digit Span) of the Wechsler Adult Intellectual Scale - Fourth Edition, Behavior Rating Inventory of Executive Function, Self-Care Inventory-Parent, Center for Epidemiologic Scale - Depression and medical, psychiatric, and demographic history. Medical chart reviews were conducted to extract child glycemic control, diabetes health, and complications. Results from objective measures of EF demonstrated a positive association between Digit Span and A1C (r=-.25, p =.03), though not for Arithmetic and A1c (r = -0.14, p = 0.34). Linear regression was calculated to examine the relation between self-reported EF and adherence. Controlling for parent depressive symptoms, higher overall executive functioning was associated with higher adherence F(1, 51) = 7.78, p = .008, R2 = 0.13). There is an association between parent executive function and child glycemic control, which may be explained through differences in adherence behaviors. Future research should focus on parent EF screening in pediatric diabetes clinics and adapting cognitive interventions for this population. Disclosure C. Tully: None. S.P. Bento: None. S. Hamburger: None. M. Rose: None. R. Streisand: None.

Executive functioning phenotypes in youth with epilepsy

ObjectiveThe objectives of this study were to identify executive functioning (EF) phenotypes in youth with epilepsy and to examine whether phenotypes differ on psychosocial and medical outcomes (i.e., absence/presence of seizures in the past three months), health-related quality of life (HRQOL), and emotional and behavioral functioning. MethodsYouth 5–18 years with diagnosed epilepsy and caregivers completed a battery of questionnaires as part of a larger national validation of the Pediatric Quality of Life (PedsQL) Epilepsy Module. The primary measure of interest was the Behavior Rating Inventory of Executive Function—Parent Form. Medical chart reviews and demographic data were also collected. Latent class analysis was used to identify EF phenotypes. Chi-square and analyses of covariance (ANCOVA) were conducted to examine EF phenotype group differences on seizure outcomes, HRQOL, and behavioral and emotional functioning. ResultsTwo-hundred and thirty-seven children with epilepsy (Mage = 11.2 years; 56% female; 60% White: Non-Hispanic; 55% experienced seizures in the past three months) and their caregivers participated. Four EF phenotypes were identified: Group 1 — No EF deficits (45% of sample), Group 2 — Global EF deficits (29% of sample), Group 3 — Behavioral Regulation + Working Memory deficits (8% of sample), and Group 4 — Metacognitive deficits (17% of sample). No significant EF phenotype group differences were found for seizure characteristics. The ANCOVAs indicated significant EF phenotype group differences on HRQOL (parent-reported Impact, Cognitive, Sleep, EF, and Mood/Behavior and child-reported Cognitive, Sleep, EF, and Mood/Behavior subscales; ps < .001) and emotional and behavioral functioning (Externalizing, Internalizing, and Behavioral Symptom Index; ps < .001), with the Global EF deficits (Group 2) and Behavioral Regulation + Working Memory deficits groups (Group 3) demonstrating the greatest level of impairment. ConclusionPhenotypic variability in EF is significantly related to patient-reported outcomes.Interventions addressing EF deficits need to be individualized to a child's particular EF phenotype to achieve optimal outcomes.

Parental Supervision, Executive Functions, and Emotional-Behavioral Problems in Chinese Immigrant and Italian Nonimmigrant Early Adolescents in Italy

The current study aimed to examine whether executive functioning (EF) moderates the expected association between poor parental supervision and emotional-behavioral problems among early adolescents with and without a migration background in Italy. In total, 97 Chinese immigrant and 165 Italian nonimmigrant early adolescents, aged 11 to 13 years (52% girls), completed a series of performance and computer-based tasks assessing their EFs, whereas primary caregivers rated their own parental supervision and their offspring’s emotional-behavioral problems. Regression analyses indicated that in both groups, a better working memory capacity was associated with fewer problems. Moreover, low levels of inhibitory control strengthened the association between poor parental supervision and emotional-behavioral problems. In addition, among Chinese immigrant youth, higher levels of cognitive flexibility enhanced the link between poor parental supervision and emotional-behavioral problems. Results underscore the importance of parental supervision and EF processes for Chinese immigrant youths’ psychological functioning.

Executive Function as a Risk Factor for Incisor Trauma.

Executive function is the ability to guide behavior to achieve goals or complete tasks. This study explored the relationship between executive function, as assessed by the Behavior Rating Inventory of Executive Function Parent Form Questionnaire (BRIEF® ) and incisor trauma. This study included children in the mixed dentition with recent incisor trauma (n=28) and a control group (n=30) without recent incisor trauma. Subjects' parents completed the BRIEF® , while a clinical examination assessed subjects' occlusal relationships. Parents also completed a custom questionnaire that investigated their child's medical history and daily activities. Fisher Exact and unpaired t-tests compared BRIEF® scores, occlusal characteristics, medical history, and reported daily activities of the two groups. The trauma group had a greater percentage of participants with a Class II dental relationship (p=0.01). There was no significant difference between groups with respect to mean BRIEF® t-scores within the Global Executive Composite. There was a statistically significant difference between groups with respect to the percentage of subjects with clinically significant (≥65) BRIEF® t-scores within the Inhibit (p=0.05) and Emotional Control (p=0.02) subscales and Behavioral Regulation Index (p=0.02). There were no statistically significant differences between groups with respect to age, gender, overbite, overjet, medical history, body mass index, or daily activities. Children in the mixed dentition with a Class II dental relationship are at greater risk for incisor injury, as well as those involved in outdoor activities. Specific executive dysfunctions such as impulsivity and poor emotional control may increase the risk for incisor trauma. This article is protected by copyright. All rights reserved.