How Executive Function Predicts Participation in Activities Outside of School in Children with Specific Learning Disability

Abstract

Background: Children with specific learning disabilities (SLDs) face various problems in occupational performance. They also exhibit weaker performance in executive functions (EFs) compared to normal children. Objectives: This cross-sectional study was conducted to investigate the predictive effect of EF as the most important cognitive factor influencing participation in activities outside of school in children with SLD. Methods: Children between 7 and 11 years of age with SLD (n = 106) were selected using the convenience sampling method from the special education centers of the Ministry of Education. The Children Participation Assessment Scale-Parent version (CPAS-P) and Behavior Rating Inventory of Executive Function (BRIEF) were used for data collection. Data were analyzed by running Pearson correlation coefficient and simple linear regression. Results: The correlation between EF and diversity of leisure (P < 0.05), diversity of education (P < 0.05), and frequency of education (P < 0.05) was significant. Additionally, according to the results of regression analysis, the total score of EF can predict the frequency of education and diversity of leisure. Conclusions: It could be expected that in children with SLD, poor EF might lead to the demonstration of diverse leisure activities. Furthermore, the EF deficits in children with SLD increase the likelihood of participation in more extracurricular educational activities. It seems that addressing EF problems in these children can probably help them focus more on their leisure time and reduce the need for extracurricular activities.