Executive Function Profiles of Kindergarteners and First Graders at Risk for Emotional and Behavioral Disorders

Abstract

Executive function (EF), a set of neurocognitive processes, is central to students’ emotional and behavioral well-being. Despite students with emotional and behavioral disorders (EBD) being at risk for negative long-term outcomes, there is a paucity of EF research with students at risk for EBD in early elementary school, an important identification and intervention period. Thus, we conducted a cross-sectional latent profile analysis with a sample of 1,154 kindergarteners and first graders identified as at risk for EBD to determine whether unique EF profiles existed and the extent to which profile membership was related to distinct patterns of functioning. Results indicated a theoretically supported, three-profile solution of mildly, moderately, and clinically at-risk EF profiles. Differences between EF profiles were noted such that students with moderately and clinically at-risk EF profiles demonstrated more problematic behaviors, less social competence, and greater language difficulties. We discuss implications for early identification, intervention efforts, and future research.

Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems

“…In partial support of our hypotheses, we found students with or at risk for EBD scored lower on working memory and cognitive flexibility tasks compared with peers without behavior problems. These findings align with emerging school-based research (e.g., Cumming et al, 2019), as well as the literature linking EF difficulties with mental health and behavioral challenges (Cumming, Poling, Qiu, et al, 2023;Zelazo, 2020). Yet, contrary to Cumming et al's (2019) findings, there were no group differences in inhibitory control.…”

“…This study was designed to gain a deeper insight into the academic functioning of middle schoolers with or at risk for EBD by taking into account EF and stress. EF, which exists on a continuum of ability (e.g., Cumming, Poling, Qiu, et al, 2023), may confer increasing levels of vulnerability for academic underachievement by reducing students' ability to navigate the elevated work and social demands associated with middle school (Cumming et al, 2019). Similarly, EF may confer heightened resilience for academic competence by improving students' capacity to meet expectations.…”

“…Yet, these skills exist on a continuum. More recently, Cumming, Poling, Qiu, et al (2023) conducted a latent profile analysis with a sample of kindergarteners and first graders at risk for EBD ( n = 1,154) and found support for a three-profile solution of mildly, moderately, and clinically at-risk EF profiles (i.e., demonstrating increasing levels of EF difficulty). These profiles predicted problematic behaviors, social competence, and language, and students in the moderately and clinically at-risk EF profiles exhibited considerable difficulties in all three areas.…”

“…Although promising, these studies have multiple limitations. First, apart from Cumming, Poling, Qiu, et al (2023), the studies had sample sizes ranging from 35 to 79 participants (Cumming et al, 2019; Feifer & Rattan, 2007; Mattison et al, 2006), potentially lacking statistical power to detect important effects. Three out of the four studies also did not include a comparison group of students without behavior problems (Cumming, Poling, Qiu, et al 2023; Feifer & Rattan, 2007; Mattison et al, 2006).…”

“…First, apart from Cumming, Poling, Qiu, et al (2023), the studies had sample sizes ranging from 35 to 79 participants (Cumming et al, 2019; Feifer & Rattan, 2007; Mattison et al, 2006), potentially lacking statistical power to detect important effects. Three out of the four studies also did not include a comparison group of students without behavior problems (Cumming, Poling, Qiu, et al 2023; Feifer & Rattan, 2007; Mattison et al, 2006). To fully understand the underlying factors that predict academic competence in students with or at risk for EBD, it is important to determine whether findings differ from peers without significant behavior problems.…”