Executive functions—cognitive processes that underlie goal-directed abilities and behaviors—are well-established predictors of academic and social outcomes in neurotypical children. Because it was unclear whether these same associations are true for children with autism spectrum disorder (ASD), a research team examined the relationship between executive functions and academic and social skills in cognitively able, verbal kindergarteners with ASD, using a multimeasurement approach to executive function skills.

The findings, “Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach,” were published in The Journal of Child Psychology and Psychiatry. Laura Kuhn, PhD, an advanced research scientist at the UNC Frank Porter Graham Child Development Institute, is a contributing author.

Since executive function deficits emerge in childhood and persist into adulthood, it is important to promote strong executive function skills beginning when children are young. Understanding executive function development, particularly during the transition from preschool to elementary school, is key during this critical period for social, emotional, and academic growth. Studies underscore the significance and challenges of promoting strong executive function skills beginning in childhood to enhance outcomes throughout the lifespan of autistic individuals.

Most prior research relied on cross-sectional designs, which measure study participants at the same time. This provides limited insights into developmental connection between executive functions and academic skills. To address this gap, Kuhn and her colleagues used a longitudinal design in this study to track executive function development across the important transition from preschool to formal schooling.

Another limitation of prior research has been the variability of the methods used to measure executive function. Some studies evaluated executive function skills using computerized tasks and behavioral observations, while others had caregivers report on daily executive function difficulties.

For this study, the researchers studied 67 autistic children, who were between four and six years old when the study began, from their first month of kindergarten until the conclusion of that school year. All the participants had a previous clinical diagnosis of ASD, no intellectual disability, flexible use of complex sentences, and English as their primary language.

Children’s executive function was measured using a multimodal assessment approach with a computerized battery of tests looking at executive function, behavioral observation, and parent reporting. The researchers evaluated the children’s academic achievement and social skills through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of executive functions with academic and social outcomes, while controlling for key demographic factors such as age, sex, and nonverbal IQ.

The study’s key findings show that executive function, when measured through a computerized battery, was positively associated with math performance, both concurrently and longitudinally. In addition, parent-reported executive function difficulties were associated with current and later challenges in peer play interactions. The findings underscore the important role of executive functions in early academic achievement and social interactions among autistic children. Enhancing executive functions development would be a path to fostering better cognitive, academic, and social outcomes, ultimately supporting more optimal developmental trajectories for autistic individuals.

“This team did a great job thinking about how different methods and reporters of child EF skills may differentially predict social and academic outcomes,” noted Kuhn.

The study highlights the importance of a multimeasurement approach to executive functions assessment, as it provides a more comprehensive understanding of the broader impact of executive functions on key developmental outcomes in ASD. Kuhn notes, “This team did a great job thinking about how different methods and reporters of child EF skills may differentially predict social and academic outcomes.”

The results underscore the importance of early, comprehensive assessment of executive function skills in ASD, which could help identify children at risk for academic and social difficulties. This could allow for targeted interventions before children experience substantial academic and social gaps.

These findings indicate that executive functions may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted executive functions interventions could be a powerful way to optimize academic and social development in autistic kindergarteners.