The Correspondence Between Executive Functioning and Academic Achievement Among Children with Prenatal Alcohol Exposure
Bibliographic record
Abstract
Background/Objectives: Canadian guidelines for diagnosing fetal alcohol spectrum disorder (FASD) strongly recommend using direct measures to assess brain domains whenever possible. Executive functioning, one of the brain domains assessed, can be measured using direct and indirect measures; however, research has found discrepancies between these two forms of assessment and has not examined this relationship using ratings from the newest version of one of the most commonly used indirect measure of executive functioning, the second version of the Behavior Rating Inventory of Executive Functioning (BRIEF2). Academic achievement may also help explain discrepancies between these forms of assessment, especially in indirect executive functioning skills at school, because many of the items on the BRIEF2 Teacher Form are related to school skills. This study aimed to examine the relationship between direct measures of executive functioning, indirect measures of executive functioning, and academic achievement. Methods: Charts of 74 children who completed an FASD diagnostic assessment in Canada were included in this study (61% males; 58% with FASD; Mage = 11.77). Direct and indirect measures of executive functioning across settings and academic achievement were assessed. Results: Few correlations between corresponding BRIEF2 and direct measures of executive functioning were significantly associated. There were several significant correlations between academic achievement and (a) educator ratings on the BRIEF2 and (b) direct measures of executive functioning. None of the caregiver ratings on the BRIEF2 were significantly associated with academic achievement. Conclusions: The results suggest that academic performance is related to BRIEF2 ratings of executive functioning skills at school and direct measures of executive functioning. Aside from a few exceptions, direct and indirect measures of the same executive functioning skill were not correlated.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".