Correlation between results of SCQ, D-KEFs and brief questionnaires as a measure of executive functioning in ASD diagnosed children

Presentation Type

Abstract

Faculty Advisor

Erin Kang

Access Type

Event

Start Date

25-4-2025 9:00 AM

End Date

25-4-2025 9:59 AM

Description

Autism spectrum disorder (ASD) is associated with executive functioning (EF) difficulties (see Demetriou et al., 2018, for a recent meta-analysis). EF relates to skills including impulse control, working memory, focus, and cognitive flexibility (Diamond, 2013). As EF is a complex, multifaceted construct, it is important to use multi-method assessment that incorporates task-based measures to assess EF skills and informant surveys to assess everyday EF behaviors. Examining the association of autistic traits with multiple measures of EF in autistic youth can capture the nuanced and heterogeneous nature of cognitive profiles in autism, which can inform more tailored and effective interventions. Parents of 78 youth (Mage=11.742, SDage=2.872, 42.3% female, 53.8% male, 3.8% transgender/non-binary) reported child’s ASD symptoms (SCQ; Rutter et al., 2013) and daily EF behaviors (BRIEF-2; Gioia et al., 2018, Flexibility Scale; Strang et al., 2017). Youth were administered a task-based EF measure (DKEFS; Delis et al., 2001). SCQ scores were positively correlated with EF challenges measured by BRIEF and FS (rs>.450, ps<.001). Additionally, there was a strong negative correlation between SCQ scores and specific DKEFS subtests of inhibitory control, set-shifting, and cognitive flexibility (rs<-.247, ps< 0.033). These findings highlight how autism-related differences in social communication are closely linked to both parent-report and performance-based EF challenges. Findings underscore SCQ as a useful indicator of both autistic traits and EF challenges, capturing distinct but complementary aspects. As EF difficulties can worsen ASD symptoms, detecting these challenges early could inform more targeted assessment and intervention (Lupi et al., 2023; Skogli et al., 2020).

Comments

Poster presentation at the 2025 Student Research Symposium.

This document is currently not available here.

Share

COinS
 
Apr 25th, 9:00 AM Apr 25th, 9:59 AM

Correlation between results of SCQ, D-KEFs and brief questionnaires as a measure of executive functioning in ASD diagnosed children

Autism spectrum disorder (ASD) is associated with executive functioning (EF) difficulties (see Demetriou et al., 2018, for a recent meta-analysis). EF relates to skills including impulse control, working memory, focus, and cognitive flexibility (Diamond, 2013). As EF is a complex, multifaceted construct, it is important to use multi-method assessment that incorporates task-based measures to assess EF skills and informant surveys to assess everyday EF behaviors. Examining the association of autistic traits with multiple measures of EF in autistic youth can capture the nuanced and heterogeneous nature of cognitive profiles in autism, which can inform more tailored and effective interventions. Parents of 78 youth (Mage=11.742, SDage=2.872, 42.3% female, 53.8% male, 3.8% transgender/non-binary) reported child’s ASD symptoms (SCQ; Rutter et al., 2013) and daily EF behaviors (BRIEF-2; Gioia et al., 2018, Flexibility Scale; Strang et al., 2017). Youth were administered a task-based EF measure (DKEFS; Delis et al., 2001). SCQ scores were positively correlated with EF challenges measured by BRIEF and FS (rs>.450, ps<.001). Additionally, there was a strong negative correlation between SCQ scores and specific DKEFS subtests of inhibitory control, set-shifting, and cognitive flexibility (rs<-.247, ps< 0.033). These findings highlight how autism-related differences in social communication are closely linked to both parent-report and performance-based EF challenges. Findings underscore SCQ as a useful indicator of both autistic traits and EF challenges, capturing distinct but complementary aspects. As EF difficulties can worsen ASD symptoms, detecting these challenges early could inform more targeted assessment and intervention (Lupi et al., 2023; Skogli et al., 2020).