Performance-Based Executive Functions Predict Internalising but Not Externalising Maladaptive Behaviour in Students With ID.

IF 2 2区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual Disability Research Pub Date : 2025-08-04 DOI:10.1111/jir.70027

Stephan Kehl, Nina Römer

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引用次数: 0

Abstract

Background: Maladaptive behaviour is common in students with intellectual disability (ID). While executive functions (EFs) in typically developing children and adolescents are associated with maladaptive behaviour, there is currently contradictory and only fragmented empirical evidence on this association in students with ID. However, following impairments of EFs in this population, investigating this relationship could enhance the understanding of the development of maladaptive behaviour in students with ID.

Method: The sample consisted of 45 students with ID (M = 11.8 years). Three core EFs (executive-loaded working memory, switching, inhibition) were measured with performance-based tasks, and maladaptive behaviour was assessed using a teacher report (BASC-3).

Results: Regression analyses showed that EF significantly predicted internalising but not externalising maladaptive behaviour. Specifically, working memory was positively related to internalising maladaptive behaviour. After controlling for fluid intelligence, age and sex, inhibition was negatively related to anxious maladaptive behaviour.

Conclusions: This study yields valuable evidence on the relationship between performance-based EF and maladaptive behaviour in students with ID and offers important implications for practice. Moreover, teachers should be aware that externalising maladaptive behaviour could be indicative of underlying mental health issues in students with ID, given the strong relationship between internalising and externalising maladaptive behaviour.

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基于表现的执行功能预测内化而非外化ID学生的适应不良行为。

背景：适应不良行为在智力障碍学生中很常见。虽然正常发育的儿童和青少年的执行功能（EFs）与适应不良行为有关，但目前关于ID学生的这种关联的经验证据是相互矛盾的，而且只是零散的。然而，随着这一人群的ef受损，调查这种关系可以增强对ID学生适应不良行为发展的理解。方法：样本为45名ID学生（M = 11.8岁）。三个核心EFs（执行负载工作记忆，转换，抑制）通过基于绩效的任务进行测量，并使用教师报告（BASC-3）评估适应不良行为。结果：回归分析显示，EF显著预测内化而非外化适应不良行为。具体来说，工作记忆与内化适应不良行为呈正相关。在控制了流体智力、年龄和性别后，抑制与焦虑性适应不良行为呈负相关。结论：本研究提供了有价值的证据，证明了基于成绩的英语学习与ID学生适应不良行为之间的关系，并为实践提供了重要的启示。此外，鉴于内化和外化适应不良行为之间的密切关系，教师应该意识到外化适应不良行为可能表明有ID的学生存在潜在的心理健康问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Intellectual Disability Research Multiple-

CiteScore

5.60

自引率

5.60%

发文量

期刊介绍： The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the treatment and prevention of intellectual disability and of associated impairments and disabilities, and/or inform public policy and practice. Expert reviews on themes in which recent research has produced notable advances will be included. Such reviews will normally be by invitation.