Relations Between Executive Functioning and Academic Performance in Adolescents with Neurofibromatosis-1

Neurofibromatosis-1 (NF1) is one of the most common single-gene autosomal dominant disorders. In addition to significant medical complications, learning and attention problems are two of the most commonly reported difficulties in the NF1 population. Given that executive dysfunction often contributes to both learning and attention problems, the goal of the current study was to examine relations between executive and academic skills for adolescents with NF1 while considering the role of intellectual functioning. Participants were 26 adolescents with NF1 and their parents. Data from laboratory-based measures and parent ratings of executive skills in day-to-day life were integrated to elucidate the factors that contribute to academic success. Elevated rates of difficulties were observed on the laboratory-based and parent report measures of executive functioning. Findings indicate that learning difficulties are pervasive in the NF1 population, and that executive dysfunction relates to academic achievement even when intellectual functioning and age are taken into account. Interventions aimed at improving executive skills may therefore improve academic performance in children with NF1.