Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement.

The sample was small and included only cognitively able children with autism without notable structural language delays, so results do not generalize to children with significant cognitive or language delays. There was no comparison group of typically developing children, so the neural measures cannot be interpreted as specific to autism. Academic and brain measures were assessed at the same time, so they do not show that error-monitoring activity predicts later achievement. Many children could not meet the starting point for math facts fluency, so raw scores and a special regression approach were needed. Classroom placements varied and were not randomly assigned, so school setting may be linked to child characteristics.

The paper is listed as NIH extramural research support. The supplied text does not report author conflicts of interest or whether the funder designed, collected, analyzed, or wrote the study.

Do not conclude that brain responses to errors can be used to predict school achievement for all children with autism or that training error monitoring improves achievement. This was a small cross-sectional association in cognitively able children without notable structural language delays, and no intervention was tested.