Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in...

Area of Science:

• Neurodevelopmental disorders
• Child psychology
• Cognitive neuroscience

Background:

• Autism spectrum disorder (ASD) is linked to challenges in adaptive functioning, impacting daily independence.
• This deficit persists even in autistic individuals without cognitive impairments.
• Understanding the factors influencing this gap is crucial for targeted interventions.

Purpose of the Study:

• To investigate the relationship between age, executive function (EF), and the cognitive-adaptive functioning gap in autistic children without cognitive delays.
• To compare these relationships in preschool-aged and school-aged cohorts.
• To identify specific executive function components that may mediate the cognitive-adaptive gap.

Main Methods:

• Two cohorts of autistic children (preschool N=48, ages 2-4; school-age N=101, ages 7-12) without cognitive delays were studied.
• Parental reports were used to assess adaptive functioning and executive functioning skills.
• The difference between cognitive and adaptive skills was calculated, and its association with age and EF was analyzed.

Main Results:

• The cognitive-adaptive gap was evident in the school-age cohort but not in the preschool cohort.
• Reduced executive function, particularly emotional control, was consistently associated with a larger cognitive-adaptive gap in socialization domains across both age groups.
• This suggests executive function deficits contribute to adaptive challenges in autistic children.

Conclusions:

• Executive function, especially emotional control, plays a significant role in the adaptive functioning of autistic children without cognitive delays.
• Early intervention targeting executive function in preschool years may enhance adaptive skills and social integration.
• Supporting executive function can improve overall well-being and independence for autistic individuals.