An Investigation of Executive Function in Children with Dyslexia

Özet

Objective: Executive functions are high-level cognitive skills that control other functions and behaviors. Executive dysfunctions are described in a variety of developmental disorders. But there is no consensus on the problems of daily life behavior caused by executive function problems in children with dyslexia. In this study, we aimed to examine the problematic executive functions in children with dyslexia. Methods: Using a simple random sampling, we recruited 158 children with dyslexia (mean age: 10.48±2.37 years; 55 girls) who presented to the Hacettepe University’s Occupational Therapy Department in between September, 2015 and March, 2017. Control group who was typical developed children (n=167; mean age: 10.08±2.63 years; 59 girls) and similar age and gender with children with dyslexia who were included in the study. The data was collected by administering the Behavior Rating Inventory of Executive Function (BRIEF)’s teacher and parents forms, which assess children's executive function. In this present study, the Cronbach’s alpha coefficient for the BRIEF teacher form and its subscales were between 0.85 and 0.92; for parents form and its subscales were between 0.82 and 0.92. Data analysis was performed using SPSS 23.00 software. Descriptive statistical techniques and the independent groups student t-test were used. Results: There were statistically significant differences in BRIEF teacher and parents form scores between the children with dyslexia and the controls (typical developed children) (p<0.001). Discussion: These findings suggested that children with dyslexia demonstrated problems in the executive function. For this reason, it is important to be considered in activities related to executive functions of treatment of dyslexia in the planned therapy program by occupational therapists.