Relationship between Executive function Questionnaire and Strengths and Difficulties Questionnaire in Childhood

[Speaker] Katagiri, Masatoshi:1
[Co-author] Ito, Hiroyuki:2, Murayama, Yasuo:2, Hamada, Megumi:2, Uemiya, Ai:2, Nomura, Kazuyo:2, Tsujii, Masatsugu:2,3
1:Hokkaido University of Education (Japan), 2:Hamamatsu University School of Medicine, Research Center for Child Mental Development (Japan), 3:Chukyo University, School of contemporary Sociology (Japan)

The present study investigated the relationship between newly-developed Executive Function Questionnaire and Strengths and Difficulties Questionnaire (SDQ) which is adaptive behavior scales in Childhood. Participants were parents of children in grade 2, 4, 6, 7 and 9 (total 3581). We calculated standardized regression coefficient in a model from which gender, grade, IQ, ASD traits, ADHD traits and DCD traits have been removed. Results of multiple regression analysis indicated remarkable effects between executive function score and prosocial behavior score, and between executive function score and conduct problem score. However, scores between executive function and academic achievement did not show a strong effect, although still significant. These results suggest that high evaluation of executive function by parents are related to prosocial behaviors among children, while low evaluation of executive function are related to conduct problems.
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