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Zum Zusammenhang von Verhaltensauffälligkeiten in exekutiven Funktionen und Intelligenzleistungen in der WPPSI-IV

Published Online:May 29, 2018https://doi.org/10.1026/0942-5403/a000255

Abstract

Zusammenfassung. Der BRIEF-P basiert auf alltagsnahen kindlichen Verhaltensweisen im Bereich der exekutiven Funktionen, die durch Bezugspersonen beurteilt werden. Allgemein gilt dieses Verfahren als ökonomisch einsetzbares und ökologisch valides Instrument. In der vorliegenden Studie wurde untersucht, ob und welcher Zusammenhang zwischen exekutiven Funktionen (EF) und Intelligenz im Kindergartenalter besteht. Für eine Stichprobe von N = 169 Kindern im Alter von 2;6 bis 6;11 Jahren wurden Daten aus einem Elternfragebogen zum familiären Hintergrund, zu den EF des Kindes (BRIEF-P) und aus der Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV) analysiert. Es wurden Häufigkeitsanalysen zu den Defiziten in den EF, Korrelationen und Regressionsanalysen berechnet. Sowohl die primäre Skala Arbeitsgedächtnis (Updating) als auch der Gesamtwert EF des BRIEF-P tragen zur Vorhersage der Intelligenz (Gesamt-IQ) bei. Die Skala Inhibition und der Gesamtwert EF des BRIEF-P korrelieren signifikant mit drei der fünf primären und allen vier sekundären Indizes der WPPSI-IV. Aus der Perspektive der WPPSI-IV-Indizes sticht der Index Fluides Schlussfolgern hervor, mit dem fast alle erfassten EF-Bereiche des BRIEF-P korrelieren. Die Indizes der WPPSI-IV werden hinsichtlich ihrer Nähe zur fluiden Intelligenz diskutiert. Die EF spielen bereits im Vorschulalter eine wichtige Rolle für die kognitiven Leistungen. Die Ergebnisse werden im Zusammenhang von Sprachauffälligkeiten und ADHS betrachtet. Förder- und Interventionsprogramme sollten bereits in einem frühen Alter etabliert werden, um die Voraussetzungen für schulisches Lernen zu verbessern.


The Relationship Between Behavioral Problems in Executive Functions and Intelligence Examined With WPPSI-IV

Abstract. The BRIEF-P is based on everyday child behaviors in the field of executive functions (EF), which are assessed by caregivers. In general, this inventory is considered an economic and ecologically valid instrument. But can cognitive performance in the WPPSI-IV be reflected on the basis of these impairments of EF? And how high is the predictive value for the prediction of intelligence? The present study investigated the relationship between EF and intelligence in kindergarten age. For a sample of N = 169 children aged 2.6 – 6.11 years, data regarding the family background were obtained through a parent questionnaire. Furthermore, data from the child’s EF (BRIEF-P) and the Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV) were analyzed. Analyses of frequency of EF deficits as well as correlations and regression analyses were performed. Both the primary scale working memory (updating) and the total value of the BRIEF-P contribute significantly to the prediction of intelligence (overall IQ). The scale inhibition and the total value of EF abnormalities assessed with the BRIEF-P correlate significantly with three of the five primary and all four secondary indices of the WPPSI-IV. No relation was found between the scales attention change and planning and organizing of the BRIEF-P and also not for all primary and secondary indices of the WPPSI-IV. Surprisingly, no significant correlation was found between the working memory scale of the BRIEF-P and the index working memory of the WPPSI-IV. Differences between the two constructs of working memory of the different inventories are addressed. Regarding the WPPSI-IV indices, the index fluid reasoning shows remarkable correlation with almost all EF areas of the BRIEF-P. The WPPSI-IV indices are discussed in terms of their correlations with fluid intelligence. In addition, the question arises as to how the three factors of the executive functions – updating, shifting, and inhibition – can be assessed in preschoolers. The EF play an important role in cognitive performance as early as preschool age. The results are considered in the context of speech disorders and ADHD, which are associated with direct and secondary impairments in educational development. Support and intervention programs should be established at an early age to improve the conditions for learning in school

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