Executive Functioning Corresponds With Expression of Autism Features Among Preschoolers.

Area of Science:

• Developmental Psychology
• Neurodevelopmental Disorders

Background:

• Executive functioning (EF) comprises goal-directed skills crucial for organized thought and behavior.
• These skills develop rapidly during the preschool years.
• Understanding EF's role in early autism expression is vital.

Purpose of the Study:

• To investigate the association between executive functioning and core autism features in young children.
• To determine if EF performance correlates with social communication and repetitive behaviors in toddlers and preschoolers.

Main Methods:

• 110 autistic children aged 24-60 months participated.
• Mullen Scales of Early Learning assessed development and cognition.
• Parent-child interaction videos were analyzed for social communication and repetitive behaviors using BOSCC.
• An EF score was calculated from a battery of tests (set-shifting, working memory, inhibition, delay).

Main Results:

• No significant relationship between EF and autism behaviors was found in 2-year-olds, even after controlling for cognitive ability.
• A significant association between EF and overall autism behaviors was observed in 4-year-olds during parent-child interactions.

Conclusions:

• The findings indicate a developmental shift in the relationship between EF and autism-related behaviors, emerging by age 4.
• Further longitudinal and experimental research is necessary to clarify the directionality and potential malleability of these associations.