title: The impact of behavioural executive functioning and intelligence on math abilities in children with intellectual disabilities.
abstract: Little is known about the role of behavioural executive functioning (EF) skills and level of intelligence (IQ) on math abilities in children with mild to borderline intellectual disabilities.
  
  
  
  Teachers of 63 children attending a school for special education (age: 10 to 13 years; IQ: 50 to 85) filled out a Behaviour Rating Inventory for Executive Function for each student. Furthermore, students took a standardised national composite math test and a specific math test on measurement and time problems. Information on level of intelligence was gathered through school records. Multiple regression analyses were performed to test direct, moderating and mediating effects of EF and IQ on math performance.
  
  
  
  Behavioural problems with working memory and flexibility had a direct negative effect on math outcome, while concurrently, level of intelligence had a positive effect. The effect of IQ on math skills was moderated by problems with inhibition: in children with a clinical level of inhibition problems, there was no effect of level of intelligence on math performance.
  
  
  
  Findings suggest that in students with mild to borderline intellectual disabilities and math difficulties, it is important to address their strengths and weaknesses with respect to EF and adjust instruction and remedial intervention accordingly.
authors.affiliation: Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, The Netherlands. dekkerm@fsw.leidenuniv.nl.
authors.forename: M C
authors.initials: MC
authors.lastname: Dekker
authors.affiliation: Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, The Netherlands.|Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands.
authors.forename: T B
authors.initials: TB
authors.lastname: Ziermans
authors.affiliation: Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, The Netherlands.|Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands.
authors.forename: H
authors.initials: H
authors.lastname: Swaab
mesh_terms: D000293:Adolescent; D002648:Child; D004519:Education, Special; D004521:Educational Measurement; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D008607:Intellectual Disability / Q000503:physiopathology*; D007360:Intelligence / Q000502:physiology*; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term / Q000502:physiology*; D000066553:Problem Behavior
keywords: IQ; executive function; intellectual disability; math; special education