The Relationship Between Executive Functions and Externalizing and Internalizing Behaviors in Mexican Preschoolers

Cruz, Judith Salvador; Becerra-Arcos, Jessica Paola

doi:10.1080/87565641.2023.2166939

Cited by 3 publications

(3 citation statements)

References 43 publications

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“…Existing literature suggests that forward digit span, at times thought to be underlined by complex information processing, appears to be more dysfunctional in children with ADHD. Furthermore, when considering the dichotomy of digit span forward versus backward, research has suggested that only digit span forward is a predictor of attention problems [45]. However, the appearance of digit span as one of the strongest indicators of impairment in children with ADHD does not appear to hold in Oman, although the comparison here was not to establish impairment, but to compare performance with those that are neurotypical.…”

Section: Differences In Intellectual Capacity and Cognitive Functionmentioning

confidence: 88%

Neuropsychological profile and its covariates in children with ADHD: A Comparative Study with Neurotypical Peers

Zadjali,

Omari,

Mahadevan

et al. 2024

Preprint

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This study compared the sociodemographic, clinical characteristics, and cognitive functioning of children with ADHD with neurotypical children, investigating associations with screening time, comorbidity, and sleep. Conducted in outpatient clinics in two specialised hospitals, it assessed reasoning ability, visual perception, vigilance, attention, concentration, working memory, verbal learning, and executive functioning. Data from 70 children with ADHD and 48 neurotypical children revealed differences in demographic variables. Children with ADHD were more common in larger low-income families, with employed fathers, experiencing disturbed sleep, born through high-risk pregnancies, and prone to chronic diseases. Regression analysis, controlling for confounders, showed significant differences in visual perception, vigilance, verbal working memory, and verbal fluency between the two groups. In particular, executive functioning, visual perception, vigilance, working memory, and verbal memory also varied significantly with respect to the impact of cognitive status on sleep, screen time, and comorbidity. This study highlights the neuropsychological differences between children with ADHD and their neurotypical peers, highlighting associations with clinical risk factors and sociodemographic background. It underscores the importance of further research into these associations.

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Section: Differences In Intellectual Capacity and Cognitive Functionmentioning

confidence: 88%

Neuropsychological profile and its covariates in children with ADHD: A Comparative Study with Neurotypical Peers

Zadjali,

Omari,

Mahadevan

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…28 29 Furthermore, the variations in cognitive abilities of participants across studies could partially explain the variability in the association between IUGR and behavioural outcomes, as scoring low on cognitive dimensions has been associated with internalising behaviour and externalising behaviour. [30][31][32] The multitude of criteria used in the literature to define IUGR may also influence the reported relationship between IUGR and behavioural outcomes. Some studies compared groups according to Doppler parameters defining IUGR based on well-established Open access cut-off values, while others compared infants with small versus normal birth weight for gestational age.…”

Section: Third Variablesmentioning

confidence: 99%

“…Preterm birth is an important factor to account for when comparing children with IUGR to children without IUGR, since it is associated with similar neurodevelopmental and behavioural outcomes and is co-occurring in children with IUGR 28 29. Furthermore, the variations in cognitive abilities of participants across studies could partially explain the variability in the association between IUGR and behavioural outcomes, as scoring low on cognitive dimensions has been associated with internalising behaviour and externalising behaviour 30–32. The multitude of criteria used in the literature to define IUGR may also influence the reported relationship between IUGR and behavioural outcomes.…”

Section: Introductionmentioning

confidence: 99%

Behavioural outcomes of children born with intrauterine growth restriction: protocol for a systematic review and meta-analysis

Yakoub,

Reinelt,

Natalucci

2023

BMJ Open

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IntroductionIntrauterine growth restriction (IUGR) is a pregnancy condition, which is associated with poor perinatal outcomes and long-term neurodevelopmental impairment. Several studies also investigated the impact of IUGR on child behaviour (eg, internalising and externalising behaviour, social competencies). However, so far, no systematic review or meta-analysis has been conducted that summarises these effects while considering relevant third variables such as type of IUGR diagnosis and control group, or concurrent cognitive abilities. The objective of this study is to summarise the current evidence regarding the relationship between IUGR and behavioural outcomes from early childhood to young adulthood. Additionally, to explore how third variables such as type of control group, or cognitive abilities, relate to this association.MethodsSearch strategy: The following electronic databases will be searched—Web of Science, Medline Ovid, PsycInfo, Cochrane Library, Scopus and Embase. Inclusion criteria: observational (eg, cohort studies and case–control studies) and intervention studies (if standard care is used and norm values are reported for the control group) will be included if they quantitatively compare children with and without IUGR from the age of 2 to 18 years. The main outcomes are internalising and externalising behaviour, and social competencies.Ethics and disseminationNo ethics approval was necessary for this protocol. Dissemination of findings will be done by publishing the results in peer-reviewed journals. The results of this systematic review will provide guidance for practice and counselling for clinicians and therapists facing patients affected by IUGR and their families.PROSPERO registration numberCRD42022347467.

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Executive functioning skills and their environmental predictors among pre‐school aged children in South Africa and The Gambia

Milosavljevic

Cook

Fadera

et al. 2023

Developmental Science

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Executive functions (EFs) in early childhood are predictors of later developmental outcomes and school readiness. Much of the research on EFs and their psychosocial correlates has been conducted in high‐income, minority world countries, which represent a small and biased portion of children globally. The aim of this study is to examine EFs among children aged 3–5 years in two African countries, South Africa (SA) and The Gambia (GM), and to explore shared and distinct predictors of EFs in these settings. The SA sample (N = 243, 51.9% female) was recruited from low‐income communities within the Cape Town Metropolitan area. In GM, participants (N = 171, 49.7% female) were recruited from the rural West Kiang region. EFs, working memory (WM), inhibitory control (IC) and cognitive flexibility (CF), were measured using tablet‐based tasks. Associations between EF task performance and indicators of socioeconomic status (household assets, caregiver education) and family enrichment factors (enrichment activities, diversity of caregivers) were assessed. Participants in SA scored higher on all EF tasks, but children in both sites predominantly scored within the expected range for their age. There were no associations between EFs and household or familial variables in SA, except for a trend‐level association between caregiver education and CF. Patterns were similar in GM, where there was a trend‐level association between WM and enrichment activities but no other relationships. We challenge the postulation that children in low‐income settings have poorer EFs, simply due to lower socioeconomic status, but highlight the need to identify predictors of EFs in diverse, global settings.Research Highlights Assessed Executive Functioning (EF) skills and their psychosocial predictors among pre‐school aged children (aged 3–5 years) in two African settings (The Gambia and South Africa). On average, children within each setting performed within the expected range for their age, although children in South Africa had higher scores across tasks. There was little evidence of any association between socioeconomic variables and EFs in either site. Enrichment activities were marginally associated with better working memory in The Gambia, and caregiver education with cognitive flexibility in South Africa, both associations were trend‐level significance.

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The Relationship Between Executive Functions and Externalizing and Internalizing Behaviors in Mexican Preschoolers

Cited by 3 publications

References 43 publications

Neuropsychological profile and its covariates in children with ADHD: A Comparative Study with Neurotypical Peers

Neuropsychological profile and its covariates in children with ADHD: A Comparative Study with Neurotypical Peers

Behavioural outcomes of children born with intrauterine growth restriction: protocol for a systematic review and meta-analysis

Executive functioning skills and their environmental predictors among pre‐school aged children in South Africa and The Gambia

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