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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
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Executive functions in preschool children with externalizing behavior problems: a meta-analysis.

Kim Schoemaker1, Hanna Mulder, Maja Deković

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Summary

Preschoolers with externalizing behavior problems show deficits in executive functions (EF), particularly inhibition. These findings highlight the early emergence of EF impairments linked to behavioral challenges.

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Area of Science:

  • Developmental Psychology
  • Child Psychiatry
  • Neuroscience

Background:

  • Executive functions (EF) deficits are documented in school-aged children with externalizing behaviors.
  • The presence of EF impairments in preschool-aged children with similar behavioral issues remains less understood.

Purpose of the Study:

  • To investigate whether preschool children with externalizing behavior problems exhibit executive function impairments.
  • To quantify the relationship between externalizing behaviors and specific EF domains in early childhood.

Main Methods:

  • A meta-analysis synthesizing data from 22 studies involving 4021 preschool children.
  • Separate meta-analyses were conducted for overall EF, working memory, inhibition, and cognitive flexibility.

Main Results:

  • A medium effect size was found for overall EF (ESzr = 0.22) and inhibition (0.24).
  • Small effect sizes were observed for working memory (0.17) and cognitive flexibility (0.13).
  • Stronger effects were noted in older preschoolers and referred samples compared to younger children and community samples.

Conclusions:

  • Executive function deficits, especially in inhibition, are associated with externalizing behavior problems in preschool years.
  • These findings underscore the importance of early identification and intervention for EF difficulties in young children exhibiting behavioral challenges.