Purpose

Foster children may be at risk for challenges in different developmental domains. In this study we investigated 48 Norwegian foster children’s executive functioning, school achievement, and adjustment at age 8 years compared with 37 children in a comparison group, as well as associations between executive functioning and school achievement and adjustment.

Method

Using multiple informants, children’s executive functioning was investigated by using the Behavior Rating Inventory of Executive Functioning, and the Child Behavior Checklist was used to investigate school achievement and adjustment.

Results

Significant group differences in executive functioning were identified regardless of informant. Children in the foster group were also rated significantly lower on school achievement and adjustment by their caregivers and teachers. In both groups, associations between executive functioning and school achievement and adjustment were mostly moderate to large.

Discussion

In line with previous research, foster children in the present study showed more problems with EF than non-foster placed children with, for example, impulse control and emotion regulation. Foster children’s struggles with EF, as well as struggles in the school setting is of concern, and early identification of such problems should be prioritized.

Implications

The knowledge from this study can help social workers and other practitioners to tailor their help to foster children in the Norwegian child welfare services.

中文翻译：

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挪威寄养儿童的执行功能：8 岁时与学校表现和调整的关联

目的

寄养儿童可能面临不同发展领域的挑战。在这项研究中，我们调查了 48 名挪威寄养儿童在 8 岁时的执行功能、学习成绩和适应情况，并与对照组中的 37 名儿童进行比较，以及执行功能与学校成绩和适应之间的关联。

方法

使用多名知情人，采用执行功能行为评定量表调查儿童的执行功能，并使用儿童行为检查表调查学业成绩和适应情况。

结果

无论知情人如何，都确定了执行功能的显着组差异。寄养组的孩子在学业成绩和他们的照顾者和老师的调整方面的评分也显着降低。在这两组中，执行功能与学校成绩和调整之间的关联大多是中等到大的。

讨论

与之前的研究一致，本研究中的寄养儿童比非寄养儿童表现出更多的 EF 问题，例如冲动控制和情绪调节。寄养儿童与 EF 的斗争以及在学校环境中的斗争是值得关注的，应优先考虑及早发现此类问题。

影响

这项研究的知识可以帮助社会工作者和其他从业人员量身定制他们的帮助，以在挪威儿童福利服务机构中寄养儿童。