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Open AccessArticle
Executive Functioning Profiles in Neurodevelopmental Disorders: Parent–Child Outcomes
1
Department of Developmental and Educational Psychology, Universitat de València, Avda Blasco Ibáñez, 21, 46010 Valencia, Spain
2
Department of Human Studies, LUMSA University, 00193 Rome, Italy
3
Department of Basic Psychology, Universitat de València, Avda Blasco Ibáñez, 21, 46010 Valencia, Spain
*
Author to whom correspondence should be addressed.
Children 2024, 11(8), 909; https://doi.org/10.3390/children11080909 (registering DOI)
Submission received: 8 July 2024
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Revised: 22 July 2024
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Accepted: 25 July 2024
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Published: 27 July 2024
Abstract
Background/Objectives: Children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD) exhibit more executive function (EF) deficits compared to typically developing (TD) peers. EF deficits are linked to various impairments in daily functioning and increased parental stress. The first aim of the present study is to investigate EFs in children with ASD and ADHD compared to their TD peers. The second aim is to explore profiles of executive functions in children with ASD and ADHD and, finally, to determine the differences of EF profiles in relation to parental stress and children’s functional impairments. Methods: The sample comprised 30 TD children, 47 children with ASD, and 34 children with ADHD, aged 8 to 12 years. Parents completed questionnaires of parenting stress, and children’s social and daily-life functioning. Parents and teachers reported information about children’s EF. Results: The results indicated significantly greater impairment of EFs in the clinical groups compared to the TD group. Moreover, three distinct clusters of functioning were identified based on the severity of reported EF difficulties. The significant findings showed that children with more severe EF profiles were associated with greater daily impairment and higher levels of perceived parental stress. Conclusions: Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning.
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MDPI and ACS Style
Pardo-Salamanca, A.; Paoletti, D.; Pastor-Cerezuela, G.; De Stasio, S.; Berenguer, C.
Executive Functioning Profiles in Neurodevelopmental Disorders: Parent–Child Outcomes. Children 2024, 11, 909.
https://doi.org/10.3390/children11080909
AMA Style
Pardo-Salamanca A, Paoletti D, Pastor-Cerezuela G, De Stasio S, Berenguer C.
Executive Functioning Profiles in Neurodevelopmental Disorders: Parent–Child Outcomes. Children. 2024; 11(8):909.
https://doi.org/10.3390/children11080909
Chicago/Turabian Style
Pardo-Salamanca, Ana, Daniela Paoletti, Gemma Pastor-Cerezuela, Simona De Stasio, and Carmen Berenguer.
2024. "Executive Functioning Profiles in Neurodevelopmental Disorders: Parent–Child Outcomes" Children 11, no. 8: 909.
https://doi.org/10.3390/children11080909
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