Contributions of Executive Functions To Listening Comprehension and Mediation Effects of Verbal IQ among Chinese Children with Autism Spectrum Disorder

Listening comprehension is crucial for academic achievement and social communication, but is substantially impaired among children with autism spectrum disorder (ASD). To develop effective interventions for improving listening comprehension, it is essential to identify the underlying deficits in core cognitive domains and determine the precise mediation pathways. This study examined the associations between executive functions (EFs), such as working memory, inhibitory control, and cognitive flexibility, and listening comprehension abilities among Chinese children with ASD (N = 35) and age-matched typically developing (TD) children (N = 40). The ASD group performed statistically lower on tests of inhibitory control, cognitive flexibility, listening memory, and verbal IQ than their TD peers. The influences of EFs on listening memory differed between ASD and TD groups due to mediation by verbal IQ. In ASD children, working memory and cognitive flexibility both had direct effects on listening memory but no significant indirect effects via verbal IQ, while among TD children, working memory and cognitive flexibility had no significant direct effects on listening memory but rather influenced listening memory indirectly via verbal IQ. Alternatively, inhibitory control had direct and indirect effects on listening memory in both groups. Verbal IQ and cognitive flexibility significantly predicted listening comprehension ability in children with ASD. Effective strategies to improve listening comprehension among children with ASD must involve EF training and account for differences in reliance on verbal IQ.