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Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach.

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Title: Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach.
Authors: Choi, Boin (AUTHOR), Lee, Haeun (AUTHOR), Kuhn, Laura (AUTHOR), Kim, Jeongjin (AUTHOR), Hong, Seok‐Jun (AUTHOR), Di Martino, Adriana (AUTHOR), Gozzi, Alessandro (AUTHOR), Lombardo, Michael V. (AUTHOR), Morrison, Frederick J. (AUTHOR), Lord, Catherine (AUTHOR), Kim, So Hyun (AUTHOR)
Source: Journal of Child Psychology & Psychiatry. Feb2026, Vol. 67 Issue 2, p225-237. 13p.
Subjects: Asperger's syndrome in children, Statistical correlation, Autism in children, Children with disabilities, Research funding, Mathematics, Task performance, Executive function, Multiple regression analysis, Cognition in children, Parent attitudes, Descriptive statistics, Longitudinal method, Academic achievement, Social skills, Research, Child development, Statistics, Psychiatric hospitals, Psychological tests, Data analysis software, Verbal behavior, Socialization, Children
Geographic Terms: New York (State)
Abstract: Background: Executive functions (EF) are cognitive processes that underlie goal‐directed abilities and behaviors which have been found to be variable in autistic children. While EFs are well‐established predictors of academic and social outcomes in neurotypical children, it is unclear if these same associations are true for children with autism spectrum disorder (ASD). This study examined the relation between EF and academic and social skills in cognitively able, verbal kindergarteners with ASD, while using a multimeasurement approach to EF skills. Methods: Participants included 67 autistic children aged 4–6 years longitudinally followed from kindergarten entry to exit. Children's EF was measured using a multimodal assessment approach with a computerized EF battery, behavioral observation, and parent report. Academic achievement and social skills were evaluated through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of EF with academic and social outcomes, while controlling for key demographic factors (e.g. age, sex, nonverbal IQ). Results: EF, measured through the computerized battery, was significantly associated with math achievement when controlling for age, sex, and nonverbal IQ, both concurrently and longitudinally. EF difficulties, as reported by parents, were closely linked to current and later parent‐reported peer play challenges. Conclusions: These findings indicate that EF may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted EF interventions could be a powerful way to optimize academic and social development in autistic kindergarteners. The results also highlight the importance of a multimeasurement approach to EF assessment, as it provides a more comprehensive understanding of the broader impact of EF on key developmental outcomes in ASD. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Background: Executive functions (EF) are cognitive processes that underlie goal‐directed abilities and behaviors which have been found to be variable in autistic children. While EFs are well‐established predictors of academic and social outcomes in neurotypical children, it is unclear if these same associations are true for children with autism spectrum disorder (ASD). This study examined the relation between EF and academic and social skills in cognitively able, verbal kindergarteners with ASD, while using a multimeasurement approach to EF skills. Methods: Participants included 67 autistic children aged 4–6 years longitudinally followed from kindergarten entry to exit. Children's EF was measured using a multimodal assessment approach with a computerized EF battery, behavioral observation, and parent report. Academic achievement and social skills were evaluated through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of EF with academic and social outcomes, while controlling for key demographic factors (e.g. age, sex, nonverbal IQ). Results: EF, measured through the computerized battery, was significantly associated with math achievement when controlling for age, sex, and nonverbal IQ, both concurrently and longitudinally. EF difficulties, as reported by parents, were closely linked to current and later parent‐reported peer play challenges. Conclusions: These findings indicate that EF may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted EF interventions could be a powerful way to optimize academic and social development in autistic kindergarteners. The results also highlight the importance of a multimeasurement approach to EF assessment, as it provides a more comprehensive understanding of the broader impact of EF on key developmental outcomes in ASD. [ABSTRACT FROM AUTHOR]
ISSN:00219630
DOI:10.1111/jcpp.70038