Open AccessRelationship Between Parent and Teacher Reported Executive Functioning and Maladaptive Behaviors in Children With Down Syndrome
Author(s) -
Anna J. Esbensen,
Emily K. Hoffman,
Rebecca C. Shaffer,
Lina Patel,
Lisa M. Jacola
Publication year - 2021
Publication title -
american journal on intellectual and developmental disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.735
H-Index - 85
eISSN - 1944-7588
pISSN - 1944-7558
DOI - 10.1352/1944-7558-126.4.307
Subject(s) - psychology , child behavior checklist , developmental psychology , intervention (counseling) , clinical psychology , checklist , executive functions , cognition , psychiatry , cognitive psychology
The current study evaluates the concurrent relationship between parent ratings of executive functioning and maladaptive behavior among children and adolescents with Down syndrome and then repeats this evaluation using teacher reports. Parents and teachers of 63 school-age children with Down syndrome rated the child's executive functioning (Behavior Rating Inventory of Executive Function) and behaviors (Achenbach Child Behavior Checklist). For parent and teacher ratings, elevated behavior dysregulation predicted higher levels of rule-breaking, aggressive, and externalizing behavior. For teacher ratings, elevated behavior dysregulation also predicted higher levels of inattention problems. Among both parent and teacher ratings, greater metacognitive difficulties predicted challenges with attention. Understanding the relationship between these constructs has important implications for targets of intervention and developing preventative strategies.