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

This study followed 67 autistic kindergarten children to see how their thinking skills (like focus, planning, and flexibility) affected their learning and social abilities. Children with better thinking skills did better in math, both immediately and later on. When parents noticed thinking difficulties, children also had more trouble playing with peers. The research suggests that helping children develop these thinking skills could improve their success at school and with friends.

This longitudinal study examined how executive function (EF) skills relate to academic and social outcomes in 67 verbal autistic kindergarteners aged 4-6 years. Using a comprehensive assessment approach including computerized tests, behavioral observation, and parent reports, researchers found that EF skills measured via computerized battery significantly predicted math achievement both concurrently and over time. Parent-reported EF difficulties were associated with peer play challenges. The multimodal assessment approach revealed that different EF measures capture distinct aspects of functioning in autistic children.

Results suggest EF may be foundational for school success and highlight the potential value of targeted EF interventions during the critical kindergarten transition period.

Results suggest executive function interventions could be valuable during kindergarten transition. Clinicians should consider comprehensive EF assessment using multiple methods. Early identification and support of EF difficulties may help optimize both academic achievement and social skill development in young autistic children.

Study focused only on cognitively able, verbal autistic children aged 4-6 years, limiting generalizability to the broader autism spectrum. The specific sample size and detailed methodology are not provided in the abstract, making it difficult to fully assess study quality and statistical power.

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. 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). 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. 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.