# Executive Function and Psychosocial Adjustment in Elementary School Children

> **NIH NIH R03** · FATHER FLANAGAN'S BOYS' HOME · 2020 · $77,500

## Abstract

Abstract
 Childhood externalizing and internalizing behavior problems constitute a major risk factor for current and
continuing antisocial behavior, delinquency, and mental health service utilization. Externalizing behavior
problems, defined in the research literature as disorders consisting of aggressive, impulsive, and hyperactive
behaviors, contribute to delinquent and violent behavior. Internalizing behavior problems, characterized by
anxiety, loneliness, sadness, and low self-esteem contribute to higher rates of depression and anxiety.
Externalizing and/or internalizing behavior problems in childhood may potentially set up developmental
pathways to future psychopathology and maladaptation. Executive function (EF), defined as higher order, self-
regulatory, cognitive processes that aid in the monitoring and control of thought and action, has been linked to
both externalizing and internalizing behavior problems. Although basic predictive relationships between EF and
problem behaviors have been established, it is still remains unclear how these processes are related, and the
extent to which these relations are influenced by family and school contexts. Guided by developmental systems
theory, the proposed study will extend previous research by applying a multi-analytic approach to longitudinal
associations between EF and externalizing and internalizing problems in the same project, providing evidence
for general vs. specific effects, reciprocal associations, and heterogeneity in EF (Aim 1) thereby advancing our
understanding of the mechanisms of change in associations between EF and problem behaviors across the
elementary school years. Further, following ecological systems theory, the project will examine how
associations between EF and problem behaviors vary as a function of family and school contexts (Aim 2),
thereby providing nuanced information necessary for advancement of the EF-focused interventions. Moreover,
gender differences in the patterns, moderators, and correlates of EF and problem behaviors will be explored
(Aim 3), potentially leading to tailored intervention strategies. The proposed R03 will accomplish these aims
through analyses of the public-use data (N = 18,174) from the Early Childhood Longitudinal Study,
Kindergarten Class of 2010-11 (ECLS-K: 2011). Multi-rater (researchers, parents, teachers, children), multi-
method (direct child assessments, structured interviews) data are available for analysis and draw from widely
used, psychometrically sound measurement tools. The rationale for studying associations between EF and
problem behaviors in such cohort is that it contains data on EF assessment that was conducted twice a year (i.e.,
in fall and spring), enabling us to capture rapid changes in development of EF during the critical period of early
elementary years. The central hypotheses are that correlated growth patterns between EF and externalizing and
internalizing problems will be identified, where EF will have stronger bi...

## Key facts

- **NIH application ID:** 9858175
- **Project number:** 5R03HD097256-02
- **Recipient organization:** FATHER FLANAGAN'S BOYS' HOME
- **Principal Investigator:** Irina Patwardhan
- **Activity code:** R03 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $77,500
- **Award type:** 5
- **Project period:** 2019-02-01 → 2022-01-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/9858175

## Citation

> US National Institutes of Health, RePORTER application 9858175, Executive Function and Psychosocial Adjustment in Elementary School Children (5R03HD097256-02). Retrieved via AI Analytics 2026-05-22 from https://api.ai-analytics.org/grant/nih/9858175. Licensed CC0.

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