Performance-Based Executive Functions Predict Internalising but Not Externalising Maladaptive Behaviour in Students...

Area of Science:

• Developmental Psychology
• Special Education
• Neuroscience

Background:

• Maladaptive behavior is prevalent in students with intellectual disability (ID).
• Existing research on the link between executive functions (EFs) and maladaptive behavior in students with ID is inconsistent.
• Understanding this relationship is crucial for addressing behavioral challenges in this population.

Purpose of the Study:

• To investigate the association between core executive functions and maladaptive behavior in students with intellectual disability.
• To clarify the predictive role of specific EFs on different types of maladaptive behavior.

Main Methods:

• A sample of 45 students with intellectual disability (mean age 11.8 years) participated.
• Performance-based tasks assessed three core EFs: working memory, switching, and inhibition.
• Maladaptive behavior was evaluated using teacher reports (Behavior Assessment System for Children, 3rd Edition - BASC-3).

Main Results:

• Executive functions significantly predicted internalizing maladaptive behavior.
• Working memory showed a positive association with internalizing maladaptive behavior.
• Inhibition was negatively related to anxious maladaptive behavior, even after controlling for fluid intelligence, age, and sex.

Conclusions:

• This study provides key evidence on the link between performance-based EFs and maladaptive behavior in students with ID.
• Findings have practical implications for educators and clinicians working with students with ID.
• Externalizing behaviors may signal underlying mental health issues, highlighting the interconnectedness of internalizing and externalizing behaviors.