Executive functions as predictors of ADHD symptoms and behavioral problems in Colombian schoolchildren
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Abstract
The present study examined the relationship between executive functions (EF) and the symptomatology of Attention Deficit Hyperactivity Disorder (ADHD), as well as their impact on behavioral problems, in a sample of in a sample of elementary and secondary school students with ADHD Cartagena, Colombia. A total of 41 children diagnosed with combined-type ADHD participated in the study. They were assessed using the Attention Deficit Hyperactivity Disorder Rating Scale (EDAH), cognitive tests measuring working memory, cognitive flexibility, and inhibition, and a behavioral evaluation of EF through the Behavior Rating Inventory of Executive Function – Second Edition (BRIEF-2), completed by their teachers. Multiple linear regression analyses were conducted to identify the contribution of EF to ADHD symptoms and behavioral problems. The results indicated that cognitive flexibility was a significant predictor of inattention, whereas inhibition and task monitoring were associated with hyperactivity. Furthermore, combined symptomatology was explained by cognitive flexibility and interference control, while behavioral problems were predicted by emotional control. These findings highlight the role of EF in the manifestation of ADHD and underscore the need for tailored educational interventions aimed at enhancing executive skills. The implementation of personalized educational support strategies is recommended to optimize academic performance and behavioral adaptation in students with ADHD.
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