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

Bibliographic Data

ID21344883
AuthorsBoin Choi (0000-0001-7844-6887, Department of Special Education Ewha Womans University Seoul South Korea), Haeun Lee (0000-0002-1259-6425, Department of Psychology Korea University Seoul South Korea), Laura Kuhn (0000-0002-2213-7468, Frank Porter Graham Child Development Institute University of North Carolina Chapel Hill NC USA), Jeong-Jin Kim (0000-0002-3085-3018, Korea Institute of Brain Science), Jeongjin Kim (0000-0002-0562-2488, Center for Neuroscience, Brain Science Institute Korea Institute of Science and Technology Seoul South Korea), Seok‐Jun Hong (0000-0002-1847-578X, Department of Biomedical Engineering at Sungkyunkwan University Seoul South Korea), Adriana Di Martino (0000-0001-6927-290X, Child Mind Institute, Autism Center New York NY USA), Alessandro Gozzi (0000-0002-5731-4137, Italian Institute of Technology), Michael V Lombardo (0000-0001-6780-8619, Italian Institute of Technology), Frederick J Morrison (0000-0001-9071-3482, Department of Psychology University of Michigan Ann Arbor MI USA), Catherine Lord (0000-0001-5633-1253, Semel Institute for Neuroscience and Human Behavior University of California Los Angeles California USA), So Hyun Kim (0000-0003-4269-0866, School of Psychology Korea University Seoul South Korea, corresponding author)
Year2026
Volume67
Issue2
Pages225-237
Publication date2026-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Child Psychology and Psychiatry (JOURNAL)
Journal identifiersISSN: 0021-9630 • E-ISSN: 1469-7610
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jcpp.70038
PMID40865540
OpenAlexW4413752937
LanguageEN
Citations received1
References cited66

BACKGROUND: 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. METHODS: 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). RESULTS: 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. CONCLUSIONS: 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

Autism · Cognition · Cognitive psychology · Developmental psychology · Executive functions · Psychiatry · Social skills · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child Nutrition and Feeding Issues · Psychology

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