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PubMed2006

Improving the ecological validity of executive functioning assessment.

The current study investigated ways to improve the ecological validity of the neuropsychological assessment of executive functioning through the formal assessment of compensatory strategies and environmental cognitive demands. Results indicated that the group of executive functioning tests (i.e., Trail Making Test, Wisconsin Card Sorting Test, Stroop, and Controlled Oral Word Association Test) accounted for 18-20% of the variance in everyday executive ability as measured by the Dysexecutive Questionnaire and Brock Adaptive Functioning Questionnaire. The addition of extra-test variables significantly increased the variance in everyday executive ability accounted for. The current study adds to the literature on the ecological validity of executive functioning assessment by highlighting the importance of extra-test variables when trying to understand the complex relationship between cognitive testing and real world performance.

Activities of Daily Living↗

PubMed2006

Executive functions: a discussion of the issues facing children with autism spectrum disorders and related disorders.

The interest and attention devoted to executive functions has grown steadily in the last several decades. The concept and definitions of executive functions and their association with certain disorders such as autism spectrum disorders (ASD) and overall cognitive, social, emotional, and behavioral functioning are important knowledge areas for those working in education, health, and mental health-related fields. It is particularly important for providers to have an understanding of the basic issues related to assessment and remediation of executive dysfunction. This article briefly addresses the background, current definitions, research, and some intervention options associated with executive functions. The intent is to present a foundation for encouraging additional research on the issues relevant to this important topic.

Autistic Disorder↗

PubMed2001

How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis.

This study examined the relationships among visuospatial working memory (WM) executive functioning, and spatial abilities. One hundred sixty-seven participants performed visuospatial short-term memory (STM) and WM span tasks, executive functioning tasks, and a set of paper-and-pencil tests of spatial abilities that load on 3 correlated but distinguishable factors (Spatial Visualization, Spatial Relations, and Perceptual Speed). Confirmatory factor analysis results indicated that, in the visuospatial domain, processing-and-storage WM tasks and storage-oriented STM tasks equally implicate executive functioning and are not clearly distinguishable. These results provide a contrast with existing evidence from the verbal domain and support the proposal that the visuospatial sketchpad may be closely tied to the central executive. Further, structural equation modeling results supported the prediction that, whereas they all implicate some degree of visuospatial storage, the 3 spatial ability factors differ in the degree of executive involvement (highest for Spatial Visualization and lowest for Perceptual Speed). Such results highlight the usefulness of a WM perspective in characterizing the nature of cognitive abilities and, more generally, human intelligence.

Cognition↗

PubMed2005

Executive functions and ADHD in adults: evidence for selective effects on ADHD symptom domains.

Dual-process models of attention-deficit/hyperactivity disorder (ADHD) suggest that both executive functioning and regulatory functions (e.g., processing speed) are involved and that executive function weaknesses may be associated specifically with symptoms of inattention-disorganization but not hyperactivity-impulsivity. Adults aged 18-37 (105 with ADHD, 90 controls) completed a neuropsychological battery. The ADHD group had weaker performance than did the control group (p<.01) on both executive and speed measures. Symptoms of inattention-disorganization were uniquely related to executive functioning with hyperactivity-impulsivity controlled. Inattention was associated with slower response speed, and hyperactivity-impulsivity with faster output speed. Results were not accounted for by IQ, age, gender, education level, or comorbid disorders. Findings are discussed in terms of developmental and dual-process models of ADHD leading into adulthood.

Adolescent↗

PubMed1995

Concept generation: validation of a test of executive functioning in a normal aging population.

A new test, Concept Generation, was designed to fractionate the processes that underlie sorting performance in an efficient paper-and-pencil format. The test was administered to 60 subjects, aged 18-79. Results indicated age-related deficits for self-initiated concept formation, shifting set, output monitoring, and perseverative tendencies. When cuing was introduced to increase structure, age group differences were attenuated or eliminated. Within the older group, subgroups were identified based upon the nature of their repetitions. The hypothesis that sorting behavior is mediated by executive functions led to correlational analyses between Concept Generation scores and other measures of executive functioning. The pattern of correlations supported the construct validity of the Concept Generation test. In addition to providing preliminary evidence for the usefulness of Concept Generation in executive functioning assessment, the results replicated and extended previous work on executive functioning in older individuals.

Adolescent↗

PubMed2006

Evidence that specific executive functions predict symptom variance among schizophrenia patients with a predominantly negative symptom profile.

INTRODUCTION: Although deficits in executive functioning in schizophrenia have been consistently reported, their precise relationship to symptomatology remains unclear. Recent approaches to executive functioning in nonschizophrenia studies have aimed to "fractionate" the individual cognitive processes involved. In this study, we hypothesised that if these processes are fractionable, then particular symptom syndromes may be selectively related to executive deficits. In particular, it was hoped that this approach could clarify whether negative and positive symptoms of schizophrenia are differentially related to particular aspects of executive/attentional functions. METHODS: A total of 32 patients with schizophrenia and 16 matched controls were assessed on a series of tasks designed to tap the theoretically derived executive functions of Inhibition, Shifting set, Working memory, and Sustained attention. RESULTS: Negative symptoms were significantly predicted by performance on an "Inhibition" task (Stroop), and not by performance on any other task. Furthermore, for a subgroup of patients with predominantly negative symptoms variance in positive symptoms was only significantly predicted by performance on a set-shifting task (Visual Elevator), and not by performance on other tasks, including inhibition. CONCLUSIONS: Our results support the contention that negative symptoms can, at least partly, be conceived of as cognitive behaviours expressing specific executive deficits. Specifically, we discuss the possibility that negative symptoms may, in part, express a failure in response monitoring. We further suggest that the disordered metacognition resulting in positive symptoms may be mediated by cognitive flexibility in patients with a predominantly negative symptom profile.

Adult↗

PubMed2000

An intervention for children with disorders of executive functions.

This article describes a cognitive-behavioral approach to teaching metacognitive executive thinking strategies to children with disorders of executive function. The intervention is based on the notion that some children with disorders of executive function have disorders of higher level language, which predispose them to the executive impairments. It is proposed that teaching and reinforcing metacognitive thinking strategies may help advance verbal mediation of complex tasks and self-regulation of behavior. Despite the growing literature on developmental executive disorders, little has been written about interventions that may enable the children to acquire some of the requisite adaptive skills. The ideas expressed herein should be considered an invitation for the initiation of empirical studies of intervention and outcome effects.

Behavior Therapy↗

PubMed2000

Locating and fractionating working memory using functional neuroimaging: storage, maintenance, and executive functions.

Working memory encompasses the short-term store of information and operations on that information. We review functional neuroimaging studies that have attempted to determine cortical areas involved in working memory functions. Current research suggests distinct systems for verbal information, visual objects, and spatial locations. Passive storage buffers appear to be located in posterior brain areas, whereas active maintenance of the information involves ventrolateral prefrontal areas. More complex, executive operations appear to recruit dorsolateral prefrontal cortex and anterior cingulate cortex. The possible involvement of reciprocal circuits including frontal cortex, basal ganglia, and thalamus is also discussed.

Brain↗

PubMed2004

Multisensory executive functioning.

To better understand the prefrontal circuitry that putatively supports executive functions, such as those involved in switching tasks, we asked whether a current task set is open equally to receiving information from any sensory modality or if it is to some degree modality-specific. Subjects were presented with a sequence of digits to be classified as either odd/even or greater/less than five. The digits were either auditory or visual, with the modality varying randomly. Results demonstrated a reaction time (RT) cost associated with switching between tasks and also an unexpected cost of switching between modalities. When both modality and task switched, the two costs were greater than either of the costs alone, but significantly less than predicted simply by summing the two costs together (i.e., they were underadditive). These data indicate that the frontal mechanisms that allow for a switch in task are only partially modality-specific. Current theories of executive function must be adapted to account for this finding. We also suggest that the present paradigm is amenable to future research aimed at determining precisely how modalities are linked within a task set.

Acoustic Stimulation↗

PubMed2006

Cognitive rehabilitation interventions for executive function: moving from bench to bedside in patients with traumatic brain injury.

Executive function mediated by prefrontally driven distributed networks is frequently impaired by traumatic brain injury (TBI) as a result of diffuse axonal injury and focal lesions. In addition to executive cognitive functions such as planning and working memory, the effects of TBI impact social cognition and motivation processes. To encourage application of cognitive neuroscience methods to studying recovery from TBI, associated reorganization of function, and development of interventions, this article reviews the pathophysiology of TBI, critiques currently employed methods of assessing executive function, and evaluates promising interventions that reflect advances in cognitive neuroscience. Brain imaging to identify neural mechanisms mediating executive dysfunction and response to interventions following TBI is also discussed.

Animals↗

PubMed2000

Executive function oculomotor tasks in girls with ADHD.

OBJECTIVE: To assess executive function in girls with attention-deficit/hyperactivity disorder (ADHD) using oculomotor tasks as possible trait markers for neurobiological studies. METHOD: Thirty-two girls aged 6 to 13 years with DSM-IV ADHD and 20 age-matched, normal control girls were tested on a variety of oculomotor tasks requiring attention, working memory, and response inhibition, which included smooth pursuit, delayed response, and go-no go tasks. RESULTS: Girls with ADHD performed the delayed response task correctly on 32% of trials as measured by number of memory-guided saccades, in contrast to 62% of trials for control subjects (p = .0009). Patients made twice as many commission errors to no go stimuli (p = .0001) and 3 times as many intrusion errors (saccades in the absence of go or no go stimuli; p = .004) during the go-no go task compared with controls. Smooth pursuit performance was statistically equivalent across subject groups. Repeated testing in a subgroup of 15 patients revealed substantial practice effects on go-no go performance. CONCLUSIONS: The data confirm that girls with ADHD exhibit impairments in executive function, as has been reported in boys, implying a similar pathophysiology of ADHD in both sexes. However, practice effects may limit the utility of the oculomotor go-no go task for some neurobiological studies.

Adolescent↗

PubMedDate not supplied

[Evaluation of executive functions in children].

OBJECTIVES: This is a review of the available instruments to evaluate executive functions in children and adolescents. DEVELOPMENT: Executive functions (EF) give support for organization, anticipation, inhibition, working memory, flexibility, control and autoregulation of behavior. EF appear abnormal in several neurological an psychopathological conditions e.g. learning and behavior disorders, obsessive compulsive disorder, attention deficit/hyperactivity disorder, Tourette syndrome, Asperger syndrome, and temporal epilepsy. The large spectrum of the so called EF makes difficult to propose any simple and comprehensive instrument for evaluation. In spite of that, here are described the more useful tests adapted to developmental ages. CONCLUSIONS: The measure of FE in children and adolescents needs further developments of more solids theoretical models. Nevertheless, in the last recent years relevant progresses have been done, and several useful instruments of evaluation have been built for clinical practice and research.

Adolescent↗

PubMed2003

Cognitive executive function in dystonia.

Dystonia is a movement disorder considered to result from basal ganglia dysfunction. The aim of this study was to investigate the functional significance of frontal hyperactivity demonstrated in dystonia in imaging studies by examining executive function and working memory, in which the prefrontal cortex is known to be involved. We assessed 10 patients with idiopathic dystonia and 12 age- and IQ-matched normal controls. All subjects completed tests of first letter, category, and alternating category word fluency, the Wisconsin Card Sorting Test, the Stroop Colour Word Naming Test, the Missing Digit Test of working memory, a test of random number generation, a test requiring generation of self-ordered random number sequences, the Paced Serial Addition Test, a test of conditional associative learning, and finger tapping and peg insertion under unimanual, bimanual, and dual task conditions. The patients with dystonia did not differ significantly from controls on any measures of executive function or working memory used other than category word fluency and the extent of decline in tapping with one hand under dual task conditions when simultaneously inserting pegs with the other hand. For this small sample, the results suggest that unlike other movement disorders associated with fronto-striatal dysfunction such as Parkinson's disease or Huntington's disease, dystonia was not associated with deficits on the tests of executive function or working memory used. A more detailed investigation of cognitive function in a larger sample of patients is required.

Cognition Disorders↗

PubMedDate not supplied

Compensating for executive function impairments after TBI: a single case study of functional intervention.

UNLABELLED: The purpose of this study was to demonstrate the effectiveness of compensatory strategies for impairments in executive function. The strategies were designed to enable a client with traumatic brain injury (TBI) to obtain professional employment. In a series of individual speech-language therapy sessions, compensatory strategies were developed, refined, and trained in mock-interview situations. Significant improvements were noted in report-writing accuracy and self-reported stress during report-writing. The client was able to obtain and maintain competitive employment in his chosen profession. The results support the use of strategies aimed at supporting executive function to improve performance on verbal tasks, and were informative regarding the effects of self-perceived efficacy and stress on performance after TBI. They illustrate that intervention based on real-life supports may be effective even many years post-TBI. LEARNING OUTCOMES: At the conclusion of this article, readers will: (1) identify aspects of executive function that relate to communication in the workplace, (2) describe the steps in considering intervention within a single subject research design framework, and (3) consider the effects of stress and perceived self-efficacy on performance of communication tasks.

Brain Injuries↗

PubMed2002

Adaptive skills and executive function in autism spectrum disorders.

There is active debate regarding the nature of executive dysfunction in autism. Additionally, investigations have yet to show a relationship between deficits in executive function and the everyday behavioral difficulties that may originate from them. The present study examined the relationship between executive abilities and adaptive behavior in 35 children with Autism Spectrum Disorders, using two parent reports of everyday functioning, the Vineland Adaptive Behavior Scales (VABS) and the Behavior Rating Inventory of Executive Function (BRIEF). Results found several relationships: The Initiate and Working Memory domains were negatively correlated with most domains of adaptive behavior. Also, the Communication and Socialization domains of the VABS were negatively correlated with several areas of executive functioning, suggesting that impairments in executive abilities are strongly associated with the deficits in communication, play and social relationships found in children with autism.

Adaptation, Psychological↗

PubMed2006

Association between mild anemia and executive function impairment in community-dwelling older women: The Women's Health and Aging Study II.

OBJECTIVES: To evaluate the relationship between mild anemia and executive function in community-dwelling older women. DESIGN: Cross-sectional. SETTING: Community-based. PARTICIPANTS: High-functioning subjects participating in the baseline assessment of the Women's Health and Aging Study (WHAS) II, Baltimore, Maryland, 1994 to 1996. WHAS II eligibility criteria included aged 70 to 80, a Mini-Mental State Examination score of 24 or greater, and absence of advanced disability (difficulty in no more than 1 domain of physical function). Included in this study were 364 subjects with a hemoglobin concentration 10 g/dL or greater and known executive function status. MEASUREMENTS: Trail Making Test (TMT) Parts B and A. Tertiles of time to complete each test were used to define best (bottom), intermediate, and worst (top) performance. Tertiles of the difference TMT-B minus TMT-A were calculated. Anemia defined as hemoglobin concentration less than 12 g/dL. RESULTS: The percentage of subjects in the worst TMT-B, TMT-A, and TMT-B minus TMT-A performance tertile was highest for those with anemia. Prevalent anemia substantially increased the likelihood of performing worst (as opposed to best) on the TMT-B (odds ratio (OR) = 5.2, 95% confidence interval (CI) = 1.3-20.5), TMT-A (OR = 4.8, 95% CI = 1.5-15.6), and TMT-B minus TMT-A (OR = 4.2, 95% CI = 1.0-17.2), even after controlling for age, education, race, prevalent diseases, and relevant physiological and functional parameters. CONCLUSION: This study provides preliminary evidence in support of the hypothesis that mild anemia might be an independent risk factor for executive function impairment in community-dwelling older adults. Whether such an association is causal or noncausal remains to be determined.

Aged↗

PubMedDate not supplied

Behavioral disturbance and impairment of executive functions among the elderly.

Among the elderly, measures of general cognitive ability are not consistently related to the capacity for independent functioning. Some elder patients perform well on global tests of cognition, yet demonstrate behavior that is disruptive to their lives and those of their families. The genesis of these behavior problems is poorly understood, and caregivers, both professional and non-professional, frequently attribute their behavior to wilful misconduct. We propose that there are sufficient data concerning the so-called executive functions of the brain and their impairment in both normal aging and various types of dementia, to support the hypothesis that many behavioral disturbances among demented older adults are a function of different degrees of loss of the capacity to engage in purposeful, goal-directed activity. The executive functions are complex, and include the capacities for planning, organization and active problem solving, and the ability to engage in purposeful, goal-directed behavior. Impaired executive functioning is common in dementia, but also may be present in the context of an age-related decline in the speed and capacity of information processing and varying levels of general cognitive impairment. We review data in support of this model, and discuss a patient whose case illustrates deficits in the independent regulation of behavior, an important executive function mediated primarily by the prefrontal area. In the discussion we address several hypotheses suggested by this perspective.

Journal Article↗

PubMed2005

Executive functions and methylphenidate response in subtypes of attention-deficit/hyperactivity disorder.

BACKGROUND: Oculomotor tasks are a well-established means of studying executive functions and frontal-striatal functioning in both nonhuman primates and humans. Attention-deficit/hyperactivity disorder (ADHD) is thought to implicate frontal-striatal circuitry. We used oculomotor tests to investigate executive functions and methylphenidate response in two subtypes of ADHD. METHODS: Subjects were boys, aged 11.5-14 years, with ADHD-combined (n = 10), ADHD-inattentive (n = 12), and control subjects (n = 10). Executive functions assessed were motor planning (tapped with predictive saccades), response inhibition (antisaccades), and task switching (saccades-antisaccades mixed). RESULTS: The ADHD-combined boys were impaired relative to control subjects in motor planning (p < .003) and response inhibition (p < .007) but not in task switching (p > .92). They were also significantly impaired relative to ADHD-inattentive boys, making fewer predictive saccades (p < .03) and having more subjects with antisaccade performance in the impaired range (p < .04). Methylphenidate significantly improved motor planning and response inhibition in both subtypes. CONCLUSIONS: ADHD-combined but not ADHD-inattentive boys showed impairments on motor planning and response inhibition. These deficits might be mediated by brain structures implicated specifically in the hyperactive/impulsive symptoms. Methylphenidate improved oculomotor performance in both subtypes; thus, it was effective even when initial performance was not impaired.

Adolescent↗