Executive Functions and Child Psychopathology: Contextual Differences and Predictors for Detection and...

Area of Science:

• Child Psychology
• Neurodevelopmental Disorders
• Educational Psychology

Background:

• Executive functions (EFs) are crucial for cognitive and emotional regulation in children.
• Difficulties with EFs are linked to psychopathology and are common in children with Special Educational Needs (SENs).
• SEN pupils are at higher risk for emotional-behavioural adjustment issues.

Purpose of the Study:

• To compare psychopathological symptoms between pupils with and without SENs.
• To investigate the predictive role of EFs in detecting psychopathology.
• To examine these relationships in both school and family settings.

Main Methods:

• 123 primary school children (aged 6-12) participated.
• Psychopathology assessed via teacher-reported SPECI; EFs measured by BRIEF-2 (school/family).
• Statistical analyses included t-tests and stepwise multiple regression.

Main Results:

• SEN students had significantly higher psychopathology, especially in attention and anxiety.
• EF dimensions (inhibition, planning, monitoring, regulation) predicted internalizing, externalizing, and total symptoms.
• School-based EF assessments showed greater predictive power than family-based ones.

Conclusions:

• EFs are transdiagnostically relevant to child psychopathology.
• Integrating EF assessment into schools aids early detection and intervention for at-risk pupils, particularly those with SENs.
• Strengthening school-based EF evaluation can improve identification and support for children's needs.