A-057 Deficits in Inhibitory Control Are Associated with Social and Emotional Difficulties Among Children with Congenital Heart Defects

Abstract

Abstract Objective Research has suggested that children with congenital heart defects (CHD) may experience socioemotional maladjustment because of their often-seen executive dysfunction. However, preliminary work has largely used behavioral ratings of executive functioning. Our study used cognitive assessments of inhibitory control, an executive function key for emotional regulation and social initiative. Method We prospectively recruited 46 6-to-16 year olds with CHD (M = 11.65 years, SD = 3.11; 74% male) and 95 healthy controls (M = 12.09 years, SD = 2.87; 54% male). Children completed face-to-face and computerized tests of inhibitory control (D-KEFS Color-Word Interference Test; NIH Toolbox Flanker Inhibitory Control and Attention Test). Children and their parents also filled out scales assessing emotional and social functioning (Pediatric Quality of Life Inventory [PedsQL]; Harter Self Perception Profile [SPP]). Results Using regression, controlled for age, children with CHD had greater parent-rated emotional distress than healthy peers (p < .001). Poorer inhibition was associated with greater distress for children with CHD but not (or less so) healthy peers (p < .05). Children across groups rated their emotional functioning similarly; a face-to-face test of inhibition (but not a computerized test) was related with greater emotional health for both groups (p < .05). Children with CHD had poorer parent-rated social functioning than healthy peers on the PedsQL (p < .005) but not the SPP; there were no significant differences for self-reports. Inhibition was associated with social skills only in select models (p < .05). Conclusions Similar to past research, families reported more maladjustment than children. Regardless, poor inhibition emerged as one potential contributor to socioemotional maladjustment among children with CHD. Interventions targeting executive dysfunction may support socioemotional development.