Executive function and social participation of children

Background: This study explores differences in participation in leisure activities in children with and without learning disabilities, autism and to what extend executive functioning explains their leisure performance. ... [ view full abstract ]

Background:
This study explores differences in participation in leisure activities in children with and without learning disabilities, autism and to what extend executive functioning explains their leisure performance.

Method:
Children’s Assessment of Participation and Enjoyment (CAPE) & Preferences for Activities of Children (PAC) was completed by 57 regular primary school children and 48 children in special education (32 children with learning disabilities and 16 children with autism). Executive functioning was assessed by Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C) and Behavior Rating Inventory of Executive Function (BRIEF) (parents and teachers form).

Results:
Preliminary results indicate lower intensity of participation in active physical, social, skill-based and self-improvement activities in children with learning disabilities than in regular primary school children. Compared to children with learning disabilities, children with autism reported higher intensity of participation in recreational and active physical activities and lower intensity of participation in skill-based and self-improvement activities. BADS-C demonstrated less executive problems for children with autism than for the children with learning disabilities. BADS-C showed low or very low classifications in executive functions for children with learning disabilities. Only parents of children with learning disabilities and autism reported executive problems mainly concerning behaviour regulation.

Conclusion: Especially children with learning disabilities show a decreased intensity of participation. Executive functioning can partly explain decreased leisure performance.

Application to Practice: When focusing on enhancing participation in children, occupational therapists should also consider optimising executive functioning.

Financial support by Artesis Plantijn University college, PWO 839 is gratefully acknowledged.