| Summary: | Executive functions (EFs) are higher order cognitive skills that enable individuals to regulate impulses, retain information, filter out distractions, and shift attention in response to changing demands. Various measures have been developed to assess these functions in toddlers across different contexts. However, convergence between these measures has not yet been established. Nor has it been verified whether these measures work in similar ways among children more-likely to experience EF difficulties, such as children at elevated likelihood for autism or ADHD, or already showing autistic traits. Here, we measure associations between performance-based scores (from a battery of five EF tasks), parent ratings of EFs using the Early Executive Functions Questionnaire Cognitive EF (EEFQ-CEF) and emotion regulation (EEFQ-Regulation) scores, and observer-report of self-regulation scores (Adapted Toddler Self-Regulation Assessment) in a neurodiverse sample of 110 toddlers aged 20 months. In addition, we investigate whether these associations are moderated by the likelihood of autism/ADHD or elevated autistic traits. Correlational analyses reveal positive moderate associations between all scores, except for performance-based EF and EEFQ-Regulation (r =.01). Moderation analyses indicate the association between EEFQ-CEF and EEFQ-Regulation is stronger for children with low levels of autistic traits than those with high levels. No other associations were significantly moderated by autistic traits. These results demonstrate that toddler EF can be captured with moderate consistency across different evaluative contexts (parent-rating, child performance, and researcher observations) and populations (neurodivergent or neurotypical), and that (parent-reported) day-to-day emotion regulation does not link with performance on structured tasks, but is associated with day-to-day cognitive EF, particularly among neurotypical toddlers. Public Significance Statement: Parent- and observer-ratings of toddler attention and thinking skills show moderate consistency, and also correspond to toddlers' scores on behavioral measures. This study marks considerable progress in improving the measurement of these important skills through subjective and objective measures in a notoriously difficult-to-capture period of development.
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