Examining the moderating role of adverse childhood experiences on the link between executive functioning and...

Adverse childhood experiences (ACEs) are theorized to amplify the effects of poor executive functioning (EF) leading to rumination. Though, few studies test this hypothesis among adolescents. Rumination is a transdiagnostic risk factor linked to mental health problems. We tested the moderating effect of ACEs (across informants) on the association between EF (measured using neutral and negative stimuli) and depressive and anger rumination.

Youth were initially recruited at 3-5 years-old for a longitudinal project examining the biopsychosocial consequences of child maltreatment. These analyses are based on a follow-up study that included adolescents (n = 48; ages 14-16; M = 14.86, SD = .50) who completed self-reports of lifetime ACEs, depressive and anger rumination, and the affective interference resolution task (a measure of EF). Additionally, a caregiver provided lifetime report of youth ACEs, and early childhood ACEs (3-5 years of age) were assessed using child protective records and caregiver interviews.

Contrary to expectations, EF in the context of negative information was not associated with any form of rumination. Instead, poor EF in the context of neutral information was associated with more anger rumination for adolescents who experience two or more ACEs per adolescent report (b = .01, p = .011), or three or more ACEs per caregiver report (b = .01, p = .046) after controlling for gender and current mental health problems; however, these effects were no longer significant when mental health problems were removed as a covariate. Furthermore, the interaction utilizing early childhood ACEs was not significant. Lastly, the interactions between ACEs and EF assessed with neutral information on depressive rumination and brooding were null.

There is some support for the interactive relationship between EF and ACEs on rumination. However, statistical significance varies based on model specification and assessment of constructs. It is important to utilize multi-informants to assess ACEs, EF measured across valenced stimuli, and broad conceptualizations of rumination.