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THE RELATIONSHIP OF EXECUTIVE FUNCTIONS WITH ACADEMIC COMPETENCY AND SOCIAL SKILLS IN ADOLESCENTS WITH INTELLECTUAL DISABILITY

 

Haris MEMISEVIC1,
Inga BISCEVIC2

1University of Sarajevo,
Sarajevo, Bosnia and Herzegovina
2Herzegovina University,
Mostar, Bosnia and Herzegovina
E-mail: hmemisevic@gmail.com
Received: 06-August-2020
Revised: 30-August-2020
Accepted: 05-September-2020
Online first: 06-September-2020

Abstract

Introduction: Adolescence is characterised as a period of further development and maturation of higher executive functions (EF). It is well established that EF play an important role in social skills and academic competence of typically developing adolescents.

Purpose:The goal of this study was to examine the relationship between executive functions (EF) and academic competency and social skills in adolescents with a mild intellectual disability. In particular, we were interested to examine which EF have the greatest impact on social skills and academic competency.

Methods: EF were measured with the Behaviour Rating Inventory of Executive Functions (BRIEF), and social and academic competences were measured with the Social Skills Rating System (SSRS). The sample for this study consisted of 44 adolescents with mild intellectual disability aged 15-18 years old (mean age 16.7 years, SD- 1.4).

Results: The results of this study clearly pointed to the strong relationship between these constructs. Of all EF, planning had the strongest impact on academic success, and monitoring had the strongest impact on social skills.

Conclusion: EF are susceptible to training effects, we thus propose early interventions in these domains in order to increase the social and academic competence of persons with an intellectual disability.

 

Key words: executive functions, academic competency, social skills, adolescents, intellectual disability

 

Citation: Memisevic, H., Biscevic, I. The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability. Journal for ReAttach Therapy and Developmental Diversities. https://doi.org/10.26407/2020jrtdd.1.34

Copyright ©2020 Memisevic, H., Biscevic, I. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)

Corresponding address:
Haris MEMISEVIC
University of Sarajevo
Skenderija 72, 71000 Sarajevo,
Bosnia and Herzegovina

E-mail: hmemisevic@gmail.com

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