The relationship between executive function and activities of daily living in children with specific learning disorders.

Abstract

This study explores the relationship between executive functions (EF) and activities of daily living in children with specific learning disorder (SLD). Thirty SLD children (14 females and 16 males) and thirty typically developing (TD) children (13 females and 17 males) aged 8 to 11 years were selected from learning disabilities schools and centers as well as public schools in Tehran, Iran. The mean age for the TD group was 9.67 ± 0.82 and for the SLD group was 9.5 ± 0.5. Basic Activities of Daily Living (B-ADL) and Instrumental Activities of Daily Living (IADLs) were assessed using the Modified Barthel questionnaire and the Lawton scale, respectively. Executive function was evaluated using the Parent Form of Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. Pearson correlations were utilized to determine the correlation between the average score of "executive function" and "daily life activities". Results indicated that children with SLD scored significantly lower in EFs compared to TD children. Although there was no significant difference in B-ADL between the two groups, children with SLD scored lower in IADL. This study sheds light on the impact of EF on the ability of children with SLD to complete daily living activities. Further research is needed to better understand and address these challenges.