Executive functioning and neurodevelopmental disorders in early childhood: a prospective population-based study

Table 4 The association between executive functioning and ADHD traits (n = 2749)

	Teacher-reported ADHD traits
	Model 1			Model 2			Model 3
	β	95% CI	p	β	95% CI	p	β	95% CI	p
Executive functioning total	0.18	0.14–0.22	< .001	0.12	0.08–0.16	< .001	0.12	0.07–0.16	< .001
Inhibition	0.25	0.21–0.29	< .001	0.20	0.16–0.24	< .001	0.21	0.16–0.25	< .001
Shifting	− 0.03	− 0.07–0.01	.108	− 0.07	− 0.11 to − 0.03	< .001	− 0.11	− 0.15 to − 0.07	< .001
Emotional control	0.04	0.003− 0.08	.037	0.02	− 0.02–0.06	.272	-0.01	− 0.05–0.03	.657
Working memory	0.21	0.17− 0.25	< .001	0.15	0.11–0.19	< .001	0.15	0.11–0.19	< .001
Planning/organizing	0.17	0.13− 0.20	< .001	0.11	0.07–0.15	< .001	0.09	0.05–0.14	< .001

Parameter estimates are standardized betas with 95% confidence intervals and significance values. Model 1 is unadjusted
Model 2 is adjusted for covariates: gender, gestational age, ethnicity, age at teacher-reported ADHD traits questionnaire, maternal education, and maternal psychopathology. Model 3 is adjusted for the covariates in model 2 and baseline emotional and behavioral problems (parent-rated CBCL total problems at age 3)

ISSN: 1753-2000