Anxiety relates to classroom executive function problems in students with ASD, but not ADHD. (April 2021)

• Record Type: Journal Article
• Authors: Dieckhaus, Mary F.S.; Hardy, Kristina K.; Gutermuth Anthony, Laura; Verbalis, Alyssa; Kenworthy, Lauren; Pugliese, Cara E.
• Is Part Of: Research in autism spectrum disorders. Volume 82(2021)
• Publication Date: 2021-04
• Subjects: Autism -- Attention-deficit/hyperactivity disorder -- Anxiety -- Executive function -- Flexibility; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2021.101739
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: The relationship between anxiety and classroom behavior was assessed in children with ASD or ADHD. Greater anxiety related to difficulties with task initiation, attention, and completion in children with ASD. A significant association between anxiety and EF-related difficulties was not observed in children with ADHD. Further research into disorder-specific mechanisms that lead to elevated anxiety may promote more favorable outcomes. Abstract: Background: Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method: We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results: Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion: Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration.