TY - JOUR
T1 - Heterogeneity of executive functions among comorbid neurodevelopmental disorders
AU - Dajani, Dina R.
AU - Llabre, Maria M.
AU - Nebel, Mary Beth
AU - Mostofsky, Stewart H.
AU - Uddin, Lucina Q.
N1 - Funding Information:
The authors thank Dr. Lauren Kenworthy for her insightful comments on this manuscript. This work was funded by K01MH092288 and R01MH107549 from the National Institute of Mental Health, a Slifka/Ritvo Innovation in Autism Research Award, and a NARSAD Young Investigator Grant (L.Q.U). This work was also funded by Autism Speaks and NIH: R01NS048527, R01 MH085328, R01 MH078160, the Johns Hopkins University School of Medicine Institute for Clinical and Translational Research, and NIH/NCRR CTSA Program, UL1-RR025005, to S.H.M.
Publisher Copyright:
© The Author(s) 2016.
PY - 2016/11/9
Y1 - 2016/11/9
N2 - Executive functions (EFs) are used to set goals, plan for the future, inhibit maladaptive responses, and change behavior flexibly. Although some studies point to specific EF profiles in autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD)-prevalent and often highly comorbid neurodevelopmental disorders-others have not differentiated them. The objective of the current study was to identify distinct profiles of EF across typically developing (TD) children and children with ASD and ADHD. We employed a latent profile analysis using indicators of EF (e.g., working memory, inhibition, and flexibility) in a mixed group of 8-13 year-olds including TD children (n = 128), children with ASD without ADHD (n = 30), children with ADHD (n = 93), and children with comorbid ASD and ADHD (n = 66). Three EF classes emerged: "above average," "average," and "impaired." EF classes did not reproduce diagnostic categories, suggesting that differences in EF abilities are present within the ASD and ADHD groups. Further, greater EF dysfunction predicted more severe socioemotional problems, such as anxiety/depression. These results highlight the heterogeneity of current diagnostic groups and identify an "impaired" EF group, consisting of children with both ASD and ADHD, which could specifically be targeted for EF intervention.
AB - Executive functions (EFs) are used to set goals, plan for the future, inhibit maladaptive responses, and change behavior flexibly. Although some studies point to specific EF profiles in autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD)-prevalent and often highly comorbid neurodevelopmental disorders-others have not differentiated them. The objective of the current study was to identify distinct profiles of EF across typically developing (TD) children and children with ASD and ADHD. We employed a latent profile analysis using indicators of EF (e.g., working memory, inhibition, and flexibility) in a mixed group of 8-13 year-olds including TD children (n = 128), children with ASD without ADHD (n = 30), children with ADHD (n = 93), and children with comorbid ASD and ADHD (n = 66). Three EF classes emerged: "above average," "average," and "impaired." EF classes did not reproduce diagnostic categories, suggesting that differences in EF abilities are present within the ASD and ADHD groups. Further, greater EF dysfunction predicted more severe socioemotional problems, such as anxiety/depression. These results highlight the heterogeneity of current diagnostic groups and identify an "impaired" EF group, consisting of children with both ASD and ADHD, which could specifically be targeted for EF intervention.
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U2 - 10.1038/srep36566
DO - 10.1038/srep36566
M3 - Article
C2 - 27827406
AN - SCOPUS:84994509587
SN - 2045-2322
VL - 6
JO - Scientific reports
JF - Scientific reports
M1 - 36566
ER -