AI Article Synopsis
- This study investigates the link between executive functioning (EF) and academic achievement in children with neurofibromatosis type 1 (NF1) over six years.
- The research involved 88 children aged 6-18, using neuropsychological assessments to measure EF processes like working memory and cognitive flexibility, looking at their impact on math, reading, and writing skills.
- Findings show that while EF is associated with academic performance, the relationship varies across different skills, with lower initial inhibitory control leading to more significant declines in reading, especially in younger children.
Article Abstract
Objective: To examine how executive functioning (EF) relates to academic achievement longitudinally in children with neurofibromatosis type 1 (NF1) and plexiform neurofibromas (PNs) and whether age at baseline moderates this relationship.
Method: Participants included 88 children with NF1 and PNs (ages 6-18 years old, = 12.05, = 3.62, 50 males) enrolled in a natural history study. Neuropsychological assessments were administered three times over 6 years. EF (working memory, inhibitory control, cognitive flexibility, and attention) was assessed by performance-based (PB) and parent-reported (PR) measures. Multilevel growth modeling was used to examine how EF at baseline related to initial levels and changes in broad math, reading, and writing across time, controlling for demographic variables.
Results: The relationship between EF and academic achievement varied across EF and academic domains. Cognitive flexibility (PB) uniquely explained more variances in initial math, reading, and writing scores; working memory (PB) uniquely explained more variances in initial levels of reading and writing. The associations between EF and academic achievement tended to remain consistent across age groups with one exception: Lower initial levels of inhibitory control (PR) were related to a greater decline in reading scores. This pattern was more evident among younger (versus older) children.
Conclusions: Findings emphasize the heterogeneous nature of academic development in NF1 and that EF skills could help explain the within-group variability in this population. Routine cognitive/academic monitoring via comprehensive assessments and early targeted treatments consisting of medication and/or systematic cognitive interventions are important to evaluate for improving academic performance in children with NF1 and PNs.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10695331 | PMC |
| http://dx.doi.org/10.1017/S1355617723000103 | DOI Listing |
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