Executive Function Profiles in Children with Special Educational Needs: A Transdiagnostic Approach

Background/Objectives: Executive Functions are high-order cognitive processes, fundamental for children’s development, often shown diminished in children with Special Educational Needs (SEN). Although literature is consistent in finding these difficulties in children with SEN, the high individual heterogeneity translates into different results within conditions. The present exploratory study addresses this heterogeneity, by using a transdiagnostic person-centered approach, to identify executive profiles across different conditions and to link them to traditional diagnostic labels. Additionally, the relationship between those profiles and sociodemographic characteristics, such as age and gender was explored.