Executive Functioning Profiles in Children with Neurodevelopmental Disorders

Antecedents: From a functional perspective, executive functions—such as self-regulation and meta-cognition—emerge as key dimensions affected transversally across various neurodevelopmental disorders. Aim: The aim of this study is to analyze and compare executive functioning profiles in children with various neurodevelopmental disorders, as reported by parents and teachers. It is hypothesized that children with neurodevelopmental disorders exhibit executive function deficits, as measured by the BRIEF-P, in comparison to typically developing children. Methodology: We used a non-experimental methodology and ex post facto design to perform a descriptive, cross-sectional study. Participants: The normative sample is composed of 1.979 participants with typical (normotypical) development and 205 participants belonging to a clinical sample. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: The highest F-values were observed in the following: (i) working memory, (a) parents F = 195.76, p < 0.001 and (b) teachers: F = 199.63, p < 0.001; and (ii) Emergent Metacognition Index, (a) parents F = 176.15, p < 0.001 and (b) teachers F = 187.87, p < 0.001; and (iii) Executive Function Global, (a) parents F = 168.07, p < 0.001 and (b) teachers F = 207.47, p < 0.001. Conclusions: This study provides a clear framework for identifying dysexecutive syndrome. Executive functioning is one of the most important abilities, and its disruption can lead to dysexecutive syndrome.