Evaluation of executive functioning in people with intellectual disabilities

Area of Science:

• Cognitive Psychology
• Neuropsychology
• Developmental Psychology

Background:

• Executive functioning (EF) is crucial in cognitive psychology but understudied in individuals with intellectual disabilities (IDs).
• This research addresses the gap by examining EF assessment tools and structure in people with IDs.

Purpose of the Study:

• To evaluate the validity of two EF test batteries, the Behavioural Assessment of the Dysexecutive Syndrome-Children (BADS-C) and the Cambridge Executive Functioning Assessment (CEFA), in individuals with IDs.
• To explore the underlying structure of executive functioning within this population.

Main Methods:

• Administered BADS-C and CEFA to 40 participants with mild to moderate learning disabilities (mean IQ=59).
• Assessed intelligence quotient (IQ) and receptive language ability.
• Utilized principal components analysis and regression analysis to analyze EF structure and its relation to other cognitive variables.

Main Results:

• Scores on both EF tests showed weak correlations with IQ and receptive language.
• The BADS-C exhibited a potential floor effect, with many participants scoring zero on subtests.
• Principal components analysis revealed one factor for BADS-C and two distinct factors for CEFA, suggesting differences in working memory involvement and sensory modality.
• A combined analysis yielded three factors uniquely related to IQ and memory aspects.

Conclusions:

• The CEFA is deemed suitable for assessing EF in individuals with mild to moderate learning disabilities.
• The BADS-C is considered marginally usable, with observed low scores potentially indicating greater impairment in those accessing services.
• The structural model of EF in individuals with IDs aligns with general population models.