The Associations Between Executive Functions’ Capacities, Performance Process Skills, and Dimensions of Participation in Activities of Daily Life Among Children of Elementary School Age

Abstract

Effective executive functions (EFs) are crucial for efficient daily functioning. Daily functioning or involvement in life situations is defined as “participation” (International Classification of Functioning, Disability, and Health [ICF]; World Health Organization, 2001). Yet associations between them have been inadequately studied for children. The present study aimed to explore the associations between EFs and child participation. Participants were 60 typically developing children aged 6 to 9 years old and their parents. The children were individually evaluated using five EF cognitive tests. The parents completed three questionnaires: the Children Participation Questionnaire, the Process Skills (the observed executive performance) Questionnaire, and the Environmental Restrictions Questionnaire. Most of the EF scores were associated with the child's age. A unique contribution of executive capacities was found for the “independence” aspect of child participation, though the quantum of contribution was limited compared with the other predictors’ process skills and environmental restrictions. In the context of child participation, EFs should be studied through multivariate analysis, as otherwise, the unique contribution of executive capacities measured by neuropsychological cognitive tests are likely to be ignored. Process skills are crucial for a child's independence and autonomy in daily functioning. These findings are supported by the capacity–performance distinction suggested by the ICF model.

Key words:

• child participation
• executive functions
• process skills

ACKNOWLEDGEMENTS

I am grateful to the parents and children who participated in this study. I thank our dedicated M.Sc. students for their valuable assistance in data collection.