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Preschool Executive Control and Internalizing Symptoms in Elementary School.

Timothy D Nelson1,2, Katherine M Kidwell3, Jennifer Mize Nelson3,4

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Poor executive control (EC) in preschool predicts higher depression and anxiety in elementary school. Early EC deficits may be a risk factor for childhood internalizing psychopathology, suggesting EC interventions for prevention.

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Area of Science:

  • Child Psychology
  • Developmental Neuroscience
  • Clinical Psychology

Background:

  • Depression and anxiety are common in children and adolescents.
  • Early executive control (EC) deficits may precede internalizing psychopathology.
  • Longitudinal data on EC and later psychopathology are limited.

Purpose of the Study:

  • To investigate preschool executive control (EC) as a predictor of depression and anxiety in elementary school.
  • To examine the longitudinal relationship between early EC and internalizing symptoms.
  • To identify potential early risk factors for childhood psychopathology.

Main Methods:

  • A community sample of 280 children was assessed.
  • Preschoolers (age 5 years, 3 months) completed nine EC tasks.
  • Children later completed self-report measures of depression and anxiety in fourth grade.

Main Results:

  • Poorer preschool EC was significantly associated with increased depression symptoms in elementary school.
  • Poorer preschool EC was also significantly associated with increased anxiety symptoms in elementary school.
  • These associations remained significant after controlling for baseline symptoms and other variables.

Conclusions:

  • Deficits in early executive control (EC) are a significant risk factor for developing depression and anxiety in childhood.
  • EC may be a modifiable target for preventing internalizing psychopathology.
  • Interventions promoting EC in preschool may hold promise for psychopathology prevention.