Self- and parent-reported executive function and self-determination in autistic teens: domain-specific relationships and cross-rater considerations

Self-determination, or the degree to which an individual perceives they have "causal agency" over their life plans, is an important predictor of quality of life, employment, and education for autistic people. However, little research has explored predictors of self-determination in autism. Limited research links executive function (EF) to self-determination, but tends to focus on EF globally and fails to address specific EF subdomains. Report of cross-rater links between EF and self-determination (e.g., parent-report EF and self-report self-determination) is also missing. As such, the current study evaluates the relation between real-world EF subdomains and self-determination, both within and between raters.

226 autistic teens ages 14-22 years (M = 16.17; 73% male, 75% white, 89% non-Hispanic) and their parent/caregiver completed rating scales about the teens' EF and self-determination at enrollment for one of two EF intervention studies. Through a series of linear regressions, the relationship between EF subscales on the BRIEF-2 and Self-Determination capacity and opportunity at home (on the AIR Self-Determination Scale) were evaluated within each rater (self or parent). Exploratory analyses repeated these models across rater.

Within self-report, greater EF challenges with flexibility and planning predicted lower capacity for self-determination. Within parent-report, relationships with self-determination capacity were generalized across EF subdomains (e.g., self-monitoring, flexibility, initiation, working memory, planning/organizing). EF subdomains such as flexibility, planning, working memory, and emotion regulation demonstrated cross-rater relationships with self-determination. Skills such as organization of materials and inhibition appeared to be uniquely important for understanding opportunities provided for teens to be self-determined at home.

The current study replicates and extends prior findings linking EF to self-determination in autism, by highlighting possible EF subdomains that relate to self-determination capacity and opportunity, and demonstrating that some of these relations are robust enough to be seen across teen and parent raters. Findings suggest that supporting specific EF skills such as flexibility, planning, initiation, inhibition, and emotional control may be important for facilitating self-determination. Findings also underscore the importance of providing opportunities for teens to play a central role in developing and executing plans toward their goals.

#NCT05131659, #NCT05017779.