Early executive functioning predicts externalizing problems in neurodiverse preschoolers
Katherine All1, Katarzyna Chawarska1, Suzanne L Macari1
1Child Study Center, Yale University School of Medicine, New Haven, Connecticut, USA.
Summary
Early executive functioning deficits predict externalizing problems in young autistic children. However, this link weakens as autism symptom severity increases, highlighting the need for tailored interventions.
Area of Science:
- Neurodevelopmental Disorders
- Child Psychology
- Autism Spectrum Disorder Research
Background:
- Externalizing problems in children with autism spectrum disorder (ASD) are linked to anxiety, depression, peer rejection, and parental stress.
- Early identification of predictors for externalizing behaviors in ASD is crucial for timely interventions.
- While executive functioning, social functioning, and temperament predict externalizing problems in the general population, their role in neurodiverse children, especially in early preschool years, is less understood.
Purpose of the Study:
- To investigate the relationship between executive functioning, social functioning, and temperament at age 3 and externalizing problems at age 5 in neurodiverse children.
- To identify early predictors of externalizing behaviors in children with ASD and other neurodevelopmental disorders.
Main Methods:
- Assessed executive functioning, social functioning, and temperament in a sample of neurodiverse children at age 3.
- Evaluated externalizing problems in the same children at age 5.
- Analyzed the predictive relationship between early functioning measures and later externalizing problems, considering autism symptom severity.
Main Results:
- Severity of executive functioning impairment at age 3 significantly predicted increased externalizing problems at age 5.
- The relationship between executive functioning and externalizing problems was moderated by the severity of social autism symptoms.
- The predictive effect of executive functioning on externalizing problems diminished as the severity of autism symptoms increased.
Conclusions:
- Executive functioning is a key target for early identification and intervention strategies for externalizing problems in neurodiverse children.
- The severity of autism symptoms must be considered when examining the development of externalizing problems in children with neurodevelopmental disorders.
- Findings underscore the importance of a nuanced approach to understanding and addressing behavioral challenges in children with ASD.
Related Concept Videos
01:30Information Processing Approach
35
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
35
01:30Attention-Deficit/Hyperactivity Disorder
59
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
59
01:28Conduct Disorder
34
Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
34
01:30Oppositional Defiant Disorder
25
A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Diagnostic Criteria and...
25
01:29Environmental Influences on Intelligence
287
Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
287
01:19Autism Spectrum Disorder
89
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
89