Neural Dynamics of Executive Function in Cognitively-able Kindergarteners with Autism Spectrum Disorders (ASD) as Predictors of Concurrent Academic Achievement: Preliminary Study

Although electrophysiological (EEG) measures of executive functions (EF) (e.g. error monitoring) and their link to academic achievement in typically developing children have been suggested, work investigating the link between error monitoring and academic skills in children with autism spectrum disorder (ASD) is limited. We employed traditional electrophysiological and advanced time-frequency methods, combined with principal components analyses, to extract neural activity related to error monitoring, and tested their relations to academic achievement in 35 cognitively-able kindergarteners with ASD. A child-friendly Go/No-go Zoo Game successfully elicited an error-related negativity (ERN) and error positivity (Pe) in children with ASD as young as 5 years. We also observed increased response-related theta power during error relative to correct trials. Both larger Pe and theta power were associated with academic achievement. However, only the effects of theta power on reading and math skills remained significant after controlling for behavioral performance on the Zoo Game and IQ. Results suggest that the use of time frequency EEG analyses may provide new opportunities to investigate neurobiological mechanisms of EF in young children with ASD. Results also provide further insights for the development of more targeted treatment programs designed to improve EF, which could have cascading effects on academic development.