Cognitive Abilities and Executive Functions as Predictors of Adaptive Behavior in Preschoolers with Autism Spectrum Disorder and Typically Developing Children: A Comparative Study.

Abstract

Children with Autism Spectrum Disorder (ASD) differ in adaptive functioning, executive functioning, and the distribution of intellectual abilities compared to their typically developing (TD) peers. Research consistently demonstrates a link between executive functions and various aspects of adaptive behavior. This study aims to compare cognitive abilities, executive functions, and adaptive behavior in non- or minimally verbal preschool-aged (3-6 years) children with ASD (n = 53) and TD peers (n = 79). The study examines broad cognitive abilities and executive functions as predictors of adaptive behavior. For this purpose, the Vineland Adaptive Behavior Scales, Third Edition, the Behavior Rating Inventory of Executive Functioning-Preschool Version, and the SON-R 2½-7 intelligence test were utilized. The results indicate that non- or minimally verbal preschoolers with ASD exhibit significant executive difficulties, particularly in working memory, and show marked differences in cognitive abilities compared to TD controls. Significant group differences were observed across all adaptive behavior domains, with the largest effect on Socialization and the smallest on Daily Living Skills. In the ASD group, executive functions and cognitive domains accounted for a substantial portion of the variance in the Communication domain, with slightly less influence observed in Daily Living Skills and Socialization. In contrast, the significant role of cognitive abilities and executive difficulties as predictors of adaptive behavior in everyday functioning was not confirmed for TD children. These findings highlight the critical role of executive functioning as a predictor of adaptive behavior in preschool children with ASD.