View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 190935718
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Choi%2C+Boin%22">Choi, Boin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Haeun%22">Lee, Haeun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuhn%2C+Laura%22">Kuhn, Laura</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Jeongjin%22">Kim, Jeongjin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hong%2C+Seok‐Jun%22">Hong, Seok‐Jun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Di+Martino%2C+Adriana%22">Di Martino, Adriana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gozzi%2C+Alessandro%22">Gozzi, Alessandro</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lombardo%2C+Michael+V%2E%22">Lombardo, Michael V.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morrison%2C+Frederick+J%2E%22">Morrison, Frederick J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lord%2C+Catherine%22">Lord, Catherine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+So+Hyun%22">Kim, So Hyun</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+Psychology+%26+Psychiatry%22">Journal of Child Psychology & Psychiatry</searchLink>. Feb2026, Vol. 67 Issue 2, p225-237. 13p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Asperger's+syndrome+in+children%22">Asperger's syndrome in children</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+in+children%22">Autism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+in+children%22">Cognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychiatric+hospitals%22">Psychiatric hospitals</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+behavior%22">Verbal behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York+%28State%29%22">New York (State)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190935718
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcpp.70038
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 225
    Subjects:
      – SubjectFull: Asperger's syndrome in children
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: Autism in children
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Multiple regression analysis
        Type: general
      – SubjectFull: Cognition in children
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Psychiatric hospitals
        Type: general
      – SubjectFull: Psychological tests
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Verbal behavior
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: New York (State)
        Type: general
    Titles:
      – TitleFull: Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Choi, Boin
      – PersonEntity:
          Name:
            NameFull: Lee, Haeun
      – PersonEntity:
          Name:
            NameFull: Kuhn, Laura
      – PersonEntity:
          Name:
            NameFull: Kim, Jeongjin
      – PersonEntity:
          Name:
            NameFull: Hong, Seok‐Jun
      – PersonEntity:
          Name:
            NameFull: Di Martino, Adriana
      – PersonEntity:
          Name:
            NameFull: Gozzi, Alessandro
      – PersonEntity:
          Name:
            NameFull: Lombardo, Michael V.
      – PersonEntity:
          Name:
            NameFull: Morrison, Frederick J.
      – PersonEntity:
          Name:
            NameFull: Lord, Catherine
      – PersonEntity:
          Name:
            NameFull: Kim, So Hyun
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00219630
          Numbering:
            – Type: volume
              Value: 67
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Child Psychology & Psychiatry
              Type: main
ResultId 1