Executive functioning profiles in children with neurodevelopmental disorders
Antecedents: From a functional perspective, executive functions¿such as self-regulation and meta-cognition¿emerge as key dimensions affected transversally across various neurodevelopmental disorders. Aim: The aim of this study is to analyze and compare executive functioning profiles in children with...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Pública de Navarra |
| Repositorio: | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| OAI Identifier: | oai:academica-e.unavarra.es:2454/55503 |
| Acceso en línea: | https://hdl.handle.net/2454/55503 |
| Access Level: | acceso abierto |
| Palabra clave: | BRIEF Dysexecutive syndrome Executive function Neurodevelopmental disorders |
| Sumario: | Antecedents: From a functional perspective, executive functions¿such as self-regulation and meta-cognition¿emerge as key dimensions affected transversally across various neurodevelopmental disorders. Aim: The aim of this study is to analyze and compare executive functioning profiles in children with various neurodevelopmental disorders, as reported by parents and teachers. It is hypothesized that children with neurodevelopmental disorders exhibit executive function deficits, as measured by the BRIEF-P, in comparison to typically developing children. Methodology: We used a non-experimental methodology and ex post facto design to perform a descriptive, cross-sectional study. Participants: The normative sample is composed of 1.979 participants with typical (normotypical) development and 205 participants belonging to a clinical sample. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: The highest F-values were observed in the following: (i) working memory, (a) parents [F = 195.76, p < 0.001] and (b) teachers: [F = 199.63, p < 0.001]; and (ii) Emergent Metacognition Index, (a) parents [F = 176.15, p < 0.001] and (b) teachers [F = 187.87, p < 0.001]; and (iii) Executive Function Global, (a) parents [F = 168.07, p < 0.001] and (b) teachers [F = 207.47, p < 0.001]. Conclusions: This study provides a clear framework for identifying dysexecutive syndrome. Executive functioning is one of the most important abilities, and its disruption can lead to dysexecutive syndrome. |
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