Relation of Measures of Executive Function to Aggressive Behavior in Children

Abstract

This study investigated the role of executive function in relation to aggression in a sample of children (N = 93) aged 9 to 15 years. Based on parent ratings of aggression, the sample was divided into low- (n = 66) and high- (n = 27) aggression groups. Although the groups did not differ significantly on laboratory measures of executive function, significant differences emerged on behavioral regulation and metacognition ratings by parents. Notably, a high level of behavioral dysregulation was predictive of placement in the high-aggression group; both good metacognitive skills and behavior regulation served as significant predictors of prosocial and adaptive skills.

Key words:

• aggression
• children
• conduct
• executive function
• parent ratings

Notes

Note. ADHD = attention-deficit hyperactivity disorder; BASC = Behavior Assessment System for Children.

Note. BRIEF = Behavior-Rating Inventory of Executive Function (parent version); CCPT = Conners's Continuous Performance Test–II; CMS = Children's Memory Scale; TMT = Trail-Making Test; TOL^DX = Tower of London–Drexel Edition; WCST = Wisconsin Card-Sorting Test.

Note. BRIEF = Behavior-Rating Inventory of Executive Function (parent version); CCPT = Conners's Continuous Performance Test–II; OR = odds ratio; TMT = Trail-Making Test; TOL^DX = Tower of London–Drexel Edition; WCST = Wisconsin Card-Sorting Test.

**p < .001.

Note. R ² = .48; Adjusted R ² = .47; BRIEF = Behavior-Rating Inventory of Executive Function.

Note. R ² = .25; Adjusted R ² = .22; BRIEF = Behavior-Rating Inventory of Executive Function.