The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability

Abstract

Introduction: Adolescence is characterised as a period of further development and maturation of higher executive functions (EF). It is well established that EF play an important role in social skills and academic competence of typically developing adolescents. Purpose: The goal of this study was to examine the relationship between executive functions (EF) and academic competency and social skills in adolescents with a mild intellectual disability. In particular, we were interested to examine which EF have the greatest impact on social skills and academic competency. Methods: EF were measured with the Behaviour Rating Inventory of Executive Functions (BRIEF), and social and academic competences were measured with the Social Skills Rating System (SSRS). The sample for this study consisted of 44 adolescents with mild intellectual disability aged 15-18 years old (mean age 16.7 years, SD1.4). Results: The results of this study clearly pointed to the strong relationship between these constructs. Of all EF, planning had the strongest impact on academic success, and monitoring had the strongest impact on social skills. Conclusion: EF are susceptible to training effects, we thus propose early interventions in these domains in order to increase the social and academic competence of persons with an intellectual disability.