Childhood Executive Function Continues to Predict Outcomes in Young Adult Females with and Without Childhood-Diagnosed ADHD
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We prospectively followed an ethnically and socioeconomically diverse sample of preadolescent girls with ADHD (n = 140) and matched comparison girls (n = 88) over a period of 10 years, from middle childhood through late adolescence/young adulthood. Our aim was to examine the ability of childhood measures of executive function (EF) to predict functional outcomes at follow-up. Measures of EF comprised the childhood predictors, with academic, socioemotional, occupational, and global functioning serving as young adult criterion measures. Results indicated that childhood EF - particularly measures of global EF and working memory - predicted academic and occupational functioning across our entire sample (independent of diagnostic group status), but diagnostic status (ADHD versus comparison) moderated the association between (a) working memory and reading achievement and (b) a global EF measure and suspensions/expulsions. That is, in the ADHD group, low working memory predicted poor reading scores and impaired global EF predicted higher suspensions/expulsions, but this was not the case in the comparison group. Overall, these results extend previous findings of associations between EF and adolescent outcomes in girls with and without ADHD into young adulthood. Findings continue to suggest the importance of assessing and developing interventions that target EF impairments early in life in order to prevent long-term difficulties across a range of important functional domains.
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In children with ADHD, working memory dysfunction longitudinally predicts reduced reading skills into young adulthood.
“and longitudinally predicts reduced reading skills into young adulthood (Miller et al., 2012).”
From Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)? (2019) · cites this paper as Miller et al., 2012
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Self-regulation of frontal-midline theta facilitates memory updating and mental set shifting
Enriquez‐Geppert, S., Huster, R. J., Figge, C., & Herrmann, C. S. (2014) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2014.00420 · Cited by 123 · see citing works
“This issue becomes imperative since EFs are crucial for success in daily life as they mediate learning processes (St Clair-Thompson et al., 2010), the control of emotions (e.g., Fikke et al., 2011), and predict academic achievement and social functioning (e.g., Miller et al., 2012b).”
BackgroundLong-Term Memory Performance in Adult ADHD: A Meta-Analysis
Skodzik, T., Holling, H., & Pedersen, A. (2017) · Journal of Attention Disorders · doi:10.1177/1087054713510561 · Cited by 120 · see citing works
“Comparable with the results of the sensitivity analysis stated earlier, we found slightly altered effect sizes and heterogeneity values when the outcomes of Müller et al. (2007) were excluded from the analyses: d = −0.51, p < .001, and Q(22) = 49.71, p < .001, I(2) = 57.76%. 3. When excluding the outcome of Müller et…”
ResultInfluentialExecutive functioning rating scales: Ecologically valid or construct invalid?
Soto, E. F., Kofler, M. J., Singh, L. J., Wells, E. L., Irwin, L. N., Groves, N. B., & Miller, C. E. (2020) · Neuropsychology · doi:10.1037/neu0000681 · Cited by 115 · see citing works
“…deficits negatively impact areas of social/peer and family relations (Clark et al., 2002; Gewirtz et al., 2009; Kofler et al., 2016), organizational skills (Kofler et al., 2018), occupational functioning (Barkley et al., 2008; Miller et al., 2012), and academic achievement (Best et al., 2009).”
BackgroundHartman, C. A., Geurts, H. M., Franke, B., Buitelaar, J. K., & Rommelse, N. N. J. (2016) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2016.09.003 · Cited by 111 · see citing works
Fang, Q., Aiken, C. A., Fang, C., & Pan, Z. (2018) · Games for Health Journal · doi:10.1089/g4h.2018.0032 · Cited by 101 · see citing works
Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning
Kofler, M. J., Sarver, D. E., Spiegel, J. A., Day, T. N., Harmon, S. L., & Wells, E. L. (2017) · Child Neuropsychology · doi:10.1080/09297049.2016.1205010 · Cited by 94 · see citing works
“, 2011) and longitudinal associations (Miller et al., 2012; Sarver et al., 2012) between working memory storage/rehearsal subcomponents and individual differences in specific academic domains.”
BackgroundInterventions for Executive Function Deficits in Children and Adolescents
Riccio, C. A., & Gomes, H. (2013) · Applied Neuropsychology Child · doi:10.1080/21622965.2013.748383 · Cited by 91 · see citing works
Strömbäck, C., Skagerlund, K., Västfjäll, D., & Tinghög, G. (2020) · Journal of Behavioral and Experimental Finance · doi:10.1016/j.jbef.2020.100339 · Cited by 104 · see citing works
Sjöwall, D., Bohlin, G., Rydell, A.-M., & Thorell, L. (2015) · Child Neuropsychology: A Journal of Normal and Abnormal Development in Childhood and Adolescence · doi:10.1080/09297049.2015.1063595 · Cited by 89 · see citing works
“The importance of working memory deficits was also demonstrated in a longitudinal design that stretched into early adulthood, much like in the present study, but that sample consisted only of girls (Miller et al., 2012).”
BackgroundFord, T. J., Parker, C., Salim, J., Goodman, R., Logan, S., & Henley, W. (2017) · Psychological Medicine · doi:10.1017/s003329171700215x · Cited by 86 · see citing works
“…demonstrated associations between children with impairing psychopathology and exclusion from school, particularly among children with ADHD (Barkley et al. 1991; Rohde et al. 1999; Norwich, 2002; Bauermeister et al. 2007; Miller et al. 2012) and depression (Meyer et al. 1993; Rushton et al. 2002).”
BackgroundExecutive Function Training for Children with Attention Deficit Hyperactivity Disorder
Shuai, L., Daley, D., Wang, Y., Zhang, J., Kong, Y., Tan, X., & Ji, N. (2017) · Chinese Medical Journal · doi:10.4103/0366-6999.200541 · Cited by 86 · see citing works
“[8] Therefore, it is important to target EF impairments early in life to prevent long-term difficulties.[9,10]”
BackgroundPoverty's Impact on Children's Executive Functions: Global Considerations
Haft, S. L., & Hoeft, F. (2017) · New Directions for Child and Adolescent Development · doi:10.1002/cad.20220 · Cited by 84 · see citing works
Lemberger, M. E., Selig, J. P., Bowers, H., & Rogers, J. E. (2015) · Journal of Counseling & Development · doi:10.1002/j.1556-6676.2015.00178.x · Cited by 81 · see citing works
Tamm, L., Loren, R. E. A., Peugh, J., & Ciesielski, H. A. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420961338 · Cited by 77 · see citing works
“Given that EF deficits are clearly associated with academic performance in ADHD (Biederman et al., 2004; Loo et al., 2007; Miller et al., 2012; Vexelman & Tannock, 2011), it may not be surprising that both MEFS performance and academic performance ratings were worse in the “only teachers reported…”
BackgroundResultInfluentialSorge, G. B., Toplak, M. E., & Bialystok, E. (2016) · Developmental Science · doi:10.1111/desc.12408 · Cited by 78 · see citing works
Clinical correlates of working memory deficits in youth with and without ADHD: A controlled study
Fried, R. S., Chan, J. G. M., Feinberg, L. K., Pope, A. L., Woodworth, K. Y., Faraone, S. V., & Biederman, J. (2016) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2015.1127896 · Cited by 76 · see citing works
Schreiber, J. E., Possin, K. L., Girard, J. M., & Rey-Casserly, C. (2014) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617713001100 · Cited by 68 · see citing works
Executive functions in girls with ADHD followed prospectively into young adulthood.
Miller, M. R., Ho, J., & Hinshaw, S. P. (2012) · Neuropsychology · doi:10.1037/a0027792 · Cited by 70 · see citing works
Self-citationPredicting Impairment in College Students With ADHD: The Role of Executive Functions
Dvorsky, M. R., & Langberg, J. M. (2014) · Journal of Attention Disorders · doi:10.1177/1087054714548037 · Cited by 68 · see citing works
Langberg, J. M., Dvorsky, M. R., Marshall, S., & Evans, S. W. (2013) · Journal of Sleep Research · doi:10.1111/jsr.12049 · Cited by 65 · see citing works
“Specifically, both symptoms of inattention (Langberg et al., 2011) and deficits in executive function (Miller et al., 2012) have been shown to predict the academic achievement of youth with ADHD.”
BackgroundFriedman, L. M., Rapport, M. D., Raiker, J. S., Orban, S. A., & Eckrich, S. J. (2016) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-016-0171-7 · Cited by 63 · see citing works
“…absence of a comorbid reading disorder as evidenced by their lower scores on standardized reading tests (Frazier et al. 2007; Loe and Feldman 2007; Miller et al. 2012), classroom grades in reading (Loe and Feldman 2007), and productivity when engaged in reading related classroom activities…”
Kofler, M. J., Spiegel, J. A., Soto, E. F., Irwin, L. N., Wells, E. L., & Austin, K. E. (2019) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-018-0447-1 · Cited by 57 · see citing works
“Taken together, the literature at this time indicates (a) strong cross-sectional and longitudinal associations between working memory and reading performance in developmental and ADHD samples (Sarver et al. 2012; Miller et al. 2012), and that (b) reading-related impairments in ADHD may no longer be detectable after ac…”
BackgroundSjöwall, D., & Thorell, L. B. (2014) · Developmental Neuropsychology · doi:10.1080/87565641.2014.886691 · Cited by 56 · see citing works
Gifuni, A. J., Perret, L. C., Lacourse, É., Geoffroy, M., Mbékou, V., Jollant, F., & Renaud, J. (2020) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-020-01550-3 · Cited by 51 · see citing works
“3, [1 2– 17 ] O ut pa tie nt s a nd c om - m un ity M aj or D ep re ss iv e D is or - de r ( M D D ) C ol um bi a Su ic id e H ist or y Fo rm Su ic id e In te nt S ca le (S IS ) Su ic id al id ea tio n qu es - tio nn ai re (S IQ ) Io w a G am bl in g Ta sk (I G T) SA to ok le ss ri sk y de ci si on on th e IG T co m p…”
BackgroundMethodResultInfluentialBedard, A., Newcorn, J. H., Clerkin, S. M., Krone, B., Fan, J., Halperin, J. M., & Schulz, K. P. (2014) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1016/j.jaac.2014.05.011 · Cited by 51 · see citing works
“org information have been linked to the childhood presentation of ADHD(5) and may contribute to the development of later psychopathology(6) and academic difficulties, which in turn are associated with long-term difficulty in quality of life.(7) As such, there is considerable interest in identifying the neuropathophysi…”
DuPaul, G. J., Evans, S. W., Owens, J. S., Cleminshaw, C. L., Kipperman, K. L., Fu, Q., & Benson, K. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2021.07.001 · Cited by 49 · see citing works
Evaluating the viability of a structured observational approach to assessing early self-regulation
Howard, S. J., Neilsen‐Hewett, C., de Rosnay, M., Vasseleu, E., & Melhuish, E. C. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.03.003 · Cited by 48 · see citing works
Langberg, J. M., Dvorsky, M. R., Becker, S. P., & Molitor, S. J. (2013) · Journal of Sleep Research · doi:10.1111/jsr.12121 · Cited by 47 · see citing works
“Interestingly, the mechanisms thought to underlie the academic impairments of youth with ADHD, deficits in executive function (Miller et al., 2012), are very similar to the deficits thought to lead to poor school performance in youth with sleep disturbances (Beebe, 2011).”
BackgroundQian, Y., Shuai, L., Chan, R. C. K., Qian, Q., & Wang, Y. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.01.033 · Cited by 46 · see citing works
Miller, M. R., Loya, F., & Hinshaw, S. P. (2013) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12074 · Cited by 46 · see citing works
Self-citationParker, C., Whear, R., Ukoumunne, O. C., Bethel, A., Thompson-Coon, J., Stein, K., & Ford, T. (2015) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2014.945741 · Cited by 45 · see citing works
“Two studies used the Diagnostic Interview Schedule for Children (DISC-IV, Shaffer et al. (2000); Miller, Nevado-Montenegro, and Hinshaw (2011); Bauermeister et al. (2007) whilst both Rohde and colleagues and Barkley and colleagues used the Child Behaviour Checklist (CBCL, Achenbach (1991)); Barkley…”
BackgroundMethodInfluentialHalleland, H. B., Sørensen, L., Posserud, M.-B. R., Haavik, J., & Lundervold, A. J. (2015) · Journal of Attention Disorders · doi:10.1177/1087054714564622 · Cited by 43 · see citing works
Schumacher, L. V., Schmidt, C. S. M., Egger, K. E., Amtage, F., Peter, J., Klöppel, S., Beume, L.-A., Hoeren, M., Weiller, C., & Kaller, C. P. (2015) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2015.07.017 · Cited by 42 · see citing works
Garas, P., & Balázs, J. (2020) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2020.557909 · Cited by 49 · see citing works
“Eight papers reported data from a clinical sample, constituting the majority of the collected studies (22, 23, 25–27, 31, 32, 34); however, among these eight papers, five (26, 27, 31, 32, 34) were analyses from the same study population [for additional details, see Hinshaw et al.”
BackgroundMethodInfluentialStrang, J. F., Chen, D., Nelson, E. E., Leibowitz, S. F., Nahata, L., Anthony, L. G., Song, A. Y., Grannis, C., Graham, E. K., Henise, S. B., et al. (2021) · Child Psychiatry & Human Development · doi:10.1007/s10578-021-01195-6 · Cited by 42 · see citing works
Speed and accuracy on the Hearts and Flowers task interact to predict child outcomes.
Camerota, M., Willoughby, M. T., & Blair, C. (2019) · Psychological Assessment · doi:10.1037/pas0000725 · Cited by 39 · see citing works
Stumper, A., Giollabhui, N. M., Abramson, L. Y., & Alloy, L. B. (2020) · Journal of Youth and Adolescence · doi:10.1007/s10964-020-01198-x · Cited by 41 · see citing works
Austgulen, A., Skram, N. K. G., Haavik, J., & Lundervold, A. J. (2023) · BMC Psychiatry · doi:10.1186/s12888-023-05099-8 · Cited by 42 · see citing works
“We identified 12 studies that investigated SI or thoughts as one of their outcomes [23, 26, 28, 31, 32, 34, 35, 38, 39, 41, 43, 45], while 11 studies focused on aspects of self-injurious behavior [28, 29, 33, 34, 37, 43–46, 49, 52] (Table 2).”
BackgroundResultInfluentialA critical appraisal of the role of neuropsychological deficits in preschool ADHD
Sjöwall, D., & Thorell, L. B. (2018) · Child Neuropsychology · doi:10.1080/09297049.2018.1447096 · Cited by 37 · see citing works
Gordon, C. T., & Hinshaw, S. P. (2019) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2019.1602840 · Cited by 37 · see citing works
Self-citationBaron, A., Evangelou, M., Malmberg, L., & Meléndez‐Torres, G. J. (2017) · Campbell Systematic Reviews · doi:10.4073/csr.2017.10 · Cited by 39 · see citing works
Reading Performance of Young Adults With ADHD Diagnosed in Childhood
Miranda, A., Ruiz, J. M., Andrés, M. I. F., & Diago, C. C. (2013) · Journal of Attention Disorders · doi:10.1177/1087054713507977 · Cited by 32 · see citing works
“Furthermore, it is important to highlight the noteworthy concordance between the self-report and the informant-report on rating behaviors related to working memory and metacognition, which are essential processes in fluency and text comprehension in adults and adolescents with ADHD (Katz et al., 2011; Miller et al., 2…”
BackgroundSingh, L. J., Gaye, F., Cole, A. M., Chan, E. S. M., & Kofler, M. J. (2022) · Neuropsychology · doi:10.1037/neu0000798 · Cited by 32 · see citing works
Rogobete, D., Ionescu, T., & Miclea, M. (2020) · The Journal of Early Adolescence · doi:10.1177/0272431620950478 · Cited by 31 · see citing works
“I’m Doing Okay”: Strengths and Resilience of Children With and Without ADHD
Charabin, E., Climie, E. A., Miller, C., Jelinkova, K., & Wilkins, J. (2023) · Journal of Attention Disorders · doi:10.1177/10870547231167512 · Cited by 26 · see citing works
“, inattention, executive functioning) are linked to academic difficulties (Miller et al., 2012) that are likely to impact school functioning.”
BackgroundHilton, C. L. (2015) · International Journal of Sports and Exercise Medicine · doi:10.23937/2469-5718/1510017 · Cited by 26 · see citing works
“Many of these issues are related to impairments in executive function (EF); [4-6] and motor skills [7].”
Executive function in HIV-affected children and adolescents: a systematic review and meta-analyses
Rowe, K., Buivydaite, R., Heinsohn, T., Rahimzadeh, M., Wagner, R. G., Scerif, G., & Stein, A. L. (2021) · AIDS Care · doi:10.1080/09540121.2021.1873232 · Cited by 25 · see citing works
“Supplemental data for this article can be accessed at https://doi.org/10.1080/09540121.2021.1873232. et al., 2016; Miller et al., 2012; Moffitt et al., 2011; Schlam et al., 2013).”
BackgroundInfluentialOwens, E. B., & Hinshaw, S. P. (2016) · Development and Psychopathology · doi:10.1017/s0954579416000675 · Cited by 27 · see citing works
Self-citationOrm, S., Andersen, P. N., Teicher, M. H., Fossum, I. N., Øie, M. G., & Skogli, E. W. (2022) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-022-00957-7 · Cited by 24 · see citing works
Cucu-Ciuhan, G., & Iliescu, D. (2021) · Acta Psychologica · doi:10.1016/j.actpsy.2021.103420 · Cited by 24 · see citing works
Lawler, J. M., Esposito, E. A., Doyle, C., & Gunnar, M. R. (2019) · Development and Psychopathology · doi:10.1017/s0954579418001190 · Cited by 24 · see citing works
Miranda, A., Diago, C. C., Andrés, M. I. F., Herrero, M. J. P., & Miranda, B. R. (2015) · PLoS ONE · doi:10.1371/journal.pone.0128325 · Cited by 22 · see citing works
“However, it should be kept in mind that EF deficits in childhood play a relevant role in the academic problems of adolescents with ADHD [68,69].”
BackgroundWang, Y., Zhou, Y. H., Li, G., Qin, P., Wang, J., Qi, L., Li, L., Wang, Y., Wang, J., Li, J., et al. (2023) · Psychiatry Research · doi:10.1016/j.psychres.2023.115476 · Cited by 22 · see citing works
Huang, Y.-H., Xu, H.-Y., Au, W., Xu, C.-T., & Wu, K.-S. (2018) · Psychology Research and Behavior Management · doi:10.2147/prbm.s178080 · Cited by 21 · see citing works
“In addition, they tend to exhibit executive function deficits, causing impairment in function in daily life(34) and leading to negative effects on academic and occupational functions in adulthood.(35) WFIRS-P is a social function assessment tool which is compiled based on the characteristics of ADHD disease and can re…”
Castagna, P. J., Calamia, M. R., Roye, S., Greening, S. G., & Davis, T. E. (2019) · ADHD Attention Deficit and Hyperactivity Disorders · doi:10.1007/s12402-019-00306-7 · Cited by 21 · see citing works
Attention and executive delays in early childhood: a meta-analysis of neurodevelopmental conditions
Lee, D., Boulton, K., Sun, C., Phillips, N. L., Munro, M., Kumfor, F., Demetriou, E. A., & Guastella, A. J. (2024) · Molecular Psychiatry · doi:10.1038/s41380-024-02802-3 · Cited by 28 · see citing works
Martin, A., Quintin, E., Hall, S. S., & Reiss, A. L. (2016) · American Journal on Intellectual and Developmental Disabilities · doi:10.1352/1944-7558-121.5.448 · Cited by 18 · see citing works
Shroff, D. M., Dunn, N. C., Green, C. D., Breaux, R., Becker, S. P., & Langberg, J. M. (2023) · Development and Psychopathology · doi:10.1017/s0954579423000743 · Cited by 18 · see citing works
Fenesy, M. C., & Lee, S. S. (2018) · Developmental Neuropsychology · doi:10.1080/87565641.2018.1525384 · Cited by 19 · see citing works
“Prospectively, childhood EF predicted academic achievement in young adult females over and above IQ and psychopathology (Miller et al., 2012).”
BackgroundA systematic review of the utility of continuous performance tests among adults with ADHD
Varela, J. L., Magnante, A. T., Miskey, H. M., Ord, A. S., Eldridge, A. H., & Shura, R. D. (2024) · The Clinical Neuropsychologist · doi:10.1080/13854046.2024.2315740 · Cited by 19 · see citing works
Childhood Executive Functioning Predicts Young Adult Outcomes in22q11.2Deletion Syndrome
Albert, A. B., Abu-Ramadan, T. M., Kates, W. R., Fremont, W. P., & Antshel, K. M. (2018) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617718000784 · Cited by 16 · see citing works
“Childhood EF abilities predict adolescent and adult academic and occupational functioning in individuals with and without ADHD (Miller et al., 2012).”
BackgroundUsing task performance to inform treatment planning for youth with ADHD: A systematic review
Molitor, S. J., & Langberg, J. M. (2017) · Clinical Psychology Review · doi:10.1016/j.cpr.2017.10.007 · Cited by 16 · see citing works
“…outcomes not significantly moderated by ADHD dx - Exploratory regressions with ADHD-only sample found no sig. relationships after controlling for IQ Miller et al., 2012 - ADHD (n=140): 100% female - 66% ADHD-C, 34% ADHD-I - Control (n=88): 100% female - Full sample: M age = 9.6 years at…”
BackgroundInfluentialKallweit, C., Paucke, M., Strauß, M., & Exner, C. (2019) · Journal of Attention Disorders · doi:10.1177/1087054719845050 · Cited by 16 · see citing works
Multivariate base rates for the assessment of executive functioning among children and adolescents
Cook, N. E., Karr, J. E., Brooks, B. L., Garcia-Barrera, M. A., Holdnack, J. A., & Iverson, G. L. (2019) · Child Neuropsychology · doi:10.1080/09297049.2018.1543389 · Cited by 18 · see citing works
Neurodevelopmental Disorders and Suicide: A Narrative Review
Gagliano, A., Costanza, C., Modica, I. D., Carucci, S., Donno, F., Germanò, E., Abbate, C. S., Roccella, M., & Vetri, L. (2024) · Journal of Clinical Medicine · doi:10.3390/jcm13061627 · Cited by 19 · see citing works
Bangirana, P., Conroy, A. L., Opoka, R. O., Semrud‐Clikeman, M., Jang, J. H., Apayi, C., Kakuru, A., Muhindo, M. K., Georgieff, M., Dorsey, G., et al. (2022) · Clinical Infectious Diseases · doi:10.1093/cid/ciac815 · Cited by 14 · see citing works
O'Grady, S. M., & Hinshaw, S. (2023) · BMC Psychiatry · doi:10.1186/s12888-023-04515-3 · Cited by 12 · see citing works
“It is often considered a more “global” measure of executive functioning [62].”
BackgroundSelf-citationLembke, E. J., Linderkamp, F., & Casale, G. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1321373 · Cited by 26 · see citing works
Cole, A. M., Chan, E. S. M., Gaye, F., Harmon, S. L., & Kofler, M. J. (2024) · Neuropsychology · doi:10.1037/neu0000960 · Cited by 18 · see citing works
Neurocognitive predictors of length of stay within a children’s psychiatric inpatient program
Kavanaugh, B. C., Studeny, J., Cancilliere, M. K., & Holler, K. A. (2019) · Child Neuropsychology · doi:10.1080/09297049.2019.1617843 · Cited by 14 · see citing works
Boschloo, A., A, L. K. M., Aben, A., de Groot, R. H. M., & Jolles, J. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00287 · Cited by 14 · see citing works
Putkinen, V., Saarikivi, K., Chan, T. M. V., & Tervaniemi, M. H. (2021) · European Journal of Neuroscience · doi:10.1111/ejn.15262 · Cited by 13 · see citing works
“Children's and adolescents' EFs skills predict various societally important phenomena such as academic performance, health, and occupational success (Miller et al., 2012; Moffitt et al., 2011; St ClairThompson & Gathercole, 2006).”
BackgroundYegencik, B., Bell, B. T., & Deniz, E. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1611145 · Cited by 12 · see citing works
Trauma-Exposed Infants and Toddlers: A Review of Impacts and Evidence-Based Interventions
Melville, A. (2017) · Advances in Social Work · doi:10.18060/21287 · Cited by 12 · see citing works
Lane, J. M., Wright, R. O., & Eggers, S. I. (2023) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2023.105337 · Cited by 12 · see citing works
Porter, B. M., Roe, M. A., Mitchell, M. E., & Church, J. A. (2023) · Child Development · doi:10.1111/cdev.14057 · Cited by 10 · see citing works
Multilingualism impacts children's executive function and core autism symptoms
Romero, C., Goodman, Z. T., Kupis, L. B., Dirks, B., Parlade, M. V., Beaumont, A. L., Cardona, S. M., Nomi, J. S., Alessandri, M., Perry, L. K., et al. (2024) · Autism Research · doi:10.1002/aur.3260 · Cited by 16 · see citing works
“EF also has far-reaching effects on skills necessary for daily functioning including academic and occupational attainment (Best & Miller, 2010; Miller et al., 2012), interpersonal problems (e.g., De Panfilis et al., 2013; Sprague et al., 2011), and physical health (e.g., Falkowski et al., 2014;…”
Validity and reliability of the executive function scale in Cuban university student
Díaz‐Guerra, D. D., Hernández-Lugo, M. D. L. C., Ramos-Galarza, C., & Broche‐Pérez, Y. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1484883 · Cited by 10 · see citing works
Updated profiles of everyday executive function in youth with Down syndrome using the BRIEF‐2
Csumitta, K. D., Stephan, C., LaQuaglia, R. I., Miller, E. E., & Lee, N.-H. (2021) · Journal of Intellectual Disability Research · doi:10.1111/jir.12879 · Cited by 10 · see citing works
Fried, R., Abrams, J., Hall, A. M., Feinberg, L. K., Pope, A., & Biederman, J. (2019) · Journal of Attention Disorders · doi:10.1177/1087054717730612 · Cited by 9 · see citing works
“Eight articles examined the effects of WM deficits on social functioning (Bunford et al., 2015; Chiang & Gau, 2014; Fried et al., 2016; Kofler et al., 2011; Miller et al., 2012; Rinsky & Hinshaw, 2011; Sjowall & Thorell, 2014; Tseng & Gau, 2013).”
BackgroundInfluentialDentz, A., Guay, M., Gauthier, B., Romo, L., & Parent, V. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3631 · Cited by 10 · see citing works
A Value Chain Approach for Attracting, Educating, and Transitioning Students to the IT Profession
Beard, D. J., Schwieger, D., & Surendran, K. (2010) · Information Systems Education Journal · Cited by 10 · see citing works
Developing the Symptoms and Functional Impairment Rating Scale: A Multi-Dimensional ADHD Scale
Du, Y., Li, M., Jiang, W., Li, Y., & Coghill, D. (2018) · Psychiatry Investigation · doi:10.4306/pi.2018.15.1.13 · Cited by 9 · see citing works
Rosenblum, S., Zandani, I. E., Deutsh-Castel, T., & Meyer, S. (2019) · Occupational Therapy International · doi:10.1155/2019/6891831 · Cited by 9 · see citing works
“Such a process of expression, performance, and monitoring is based on a combination of executive function abilities such as attention, inhibition, initiation, working memory, shifting, and planning and organization [40].”
BackgroundCastagna, P. J., & Crowley, M. J. (2021) · Developmental Neuropsychology · doi:10.1080/87565641.2021.1952206 · Cited by 9 · see citing works
DuPaul, G. J., Evans, S. W., Cleminshaw, C. L., & Fu, Q. (2024) · Behavior Therapy · doi:10.1016/j.beth.2024.01.010 · Cited by 7 · see citing works
Mental Health in Emerging Adults With ADHD and/or Specific Learning Disabilities: A Scoping Review
Wilcox, G., Gibson, A. M., Lindsay, B. L., Prasad, S., & Szeto, A. C. H. (2023) · Emerging Adulthood · doi:10.1177/21676968231214837 · Cited by 6 · see citing works
Haugan, A.-L. J., Sund, A. M., Thomsen, P. H., Lydersen, S., & Nøvik, T. S. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.834356 · Cited by 6 · see citing works
“Dysfunctional EFs may prevent the acquisition and implementation of skills, leading to difficulties handling everyday challenges related to academic functioning (23), interpersonal problems (24), and mental health (25–27).”
BackgroundAssessment of attention and working memory among young adults using computer games
Basu, S., Saha, S., Das, S., Guha, R., Mukherjee, J., & Mahadevappa, M. (2022) · Journal of Ambient Intelligence and Humanized Computing · doi:10.1007/s12652-022-04494-5 · Cited by 6 · see citing works
Pesce, M., Rizzuto, A., Fratta, I. L., Tatangelo, R., Campagna, G., Iannasso, M., Ferrone, A., Franceschelli, S., Speranza, L., Patruno, A., et al. (2015) · Neuroscience Research · doi:10.1016/j.neures.2015.11.007 · Cited by 6 · see citing works
Childhood ADHD and Executive Functioning: Unique Predictions of Early Adolescent Depression
Fenesy, M. C., & Lee, S. S. (2021) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-021-00845-6 · Cited by 6 · see citing works
“Additionally, ADHD and EF each predicted academic achievement (Best et al., 2011; Miller et al., 2012) and social functioning (Diamantopoulou et al.”
BackgroundExploring Working Memory, Self-Criticism, and Rumination as Factors Related to Self-Harm
Carpenter, R. K., & Alloway, T. (2022) · Psychological Reports · doi:10.1177/00332941221074258 · Cited by 5 · see citing works
“Working memory is part of a constellation of executive function skills, including updating and monitoring information, as well as shifting between mental tasks, inhibiting inactive tasks, reasoning, and problem solving (Miyake et al., 2000).”
Background
- Authors
- Miller, M., Nevado-Montenegro, A. J., & Hinshaw, S. P.
- Affiliations
- University of California System (US)
- Corresponding author
- Miller, Meghan
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2011-11-29
- Volume
- 40
- Issue
- 5
- Pages
- 657-668
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- PMC
- PMC3974898
- OpenAlex
- W1987589116
- Cited by
- 147
- References
- 81
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 11 · 2023: 17 · 2022: 7 · 2021: 9 · 2020: 11 · 2019: 8 · 2018: 9 · 2017: 10 · 2016: 10 · 2015: 14 · 2014: 10 · 2013: 10 · 2012: 5
- FWCI
- 5.50
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- U.S. Public Health Service (R01 45064)
- National Institute of Mental Health (R01MH121416, R01MH045064)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- executive function, attention deficit hyperactivity disorder, young adult women, working memory, academic functioning, reading achievement, occupational functioning, social-emotional functioning, long-term outcomes, preadolescent girls, early intervention
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Intelligence, Interpersonal Relations, Memory, Prospective Studies, Punishment, Reading, Suicide, Attempted, Case-Control Studies, Young Adult, Executive Function
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