Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task

Yael Fogel,Mathilde Chevignard,Naomi Josman,Sara Rosenblum,Renana Hirsh

doi:10.1155/2020/3051809

Abstract

Purpose To characterize and analyze the performance of adolescents with executive function deficits through the Children's Cooking Task (CCT) as a performance-based complex ecological assessment. Methods Participants were 41 adolescents (aged 10–14 years) with normal intellectual function and executive function deficit profiles based on the Behavior Rating Inventory of Executive Function (BRIEF) parent reports and self-reports (BRIEF-SR) and the WebNeuro and 40 controls with typical development matched by age and gender. Participants in both groups performed the CCT, an ecological standardized complex task. Results Significant group differences were found for all CCT outcome measures (total number of errors, task duration, and all qualitative rating variables). Significant correlations were found among children with executive function deficit profiles between the CCT performance duration and total number of errors and the BRIEF-SR subscale score. Two separate discriminant function analyses described primarily by the CCT correctly classified the study groups. Conclusion The poor performance of adolescents with executive function deficit profiles exhibited through the standardized complex task, as well as the relationships with their executive functions, supplies better insight about their daily confrontations. Identifying how they perform may lead to development of focused interventions to improve these adolescents' daily performance, participation, and wellbeing.

Highlights

Executive functions (EF) are control functions people use to implement or execute a task in order to face new situations
The many EF definitions vary from one researcher to another; most researchers agree that the foundational components of EF are inhibition, working memory, and shifting or cognitive flexibility [5, 6]
We proposed the following hypotheses: (a) Significant differences will be found between adolescents with EF deficits (EFD) and those with typical development (TD) in performance of a complex task, as evaluated by the Children’s Cooking Task (CCT)

Summary

Introduction

Executive functions (EF) are control functions people use to implement or execute a task in order to face new situations. These multidimensional cognitive constructs are necessary for goal-directed and problem-solving behavior in all aspects of life, whether academic, vocational, or social [1]. EF are essential in the cognitive development of children and adolescents and are involved in learning processes [2, 3] and everyday occupations [4]. Based on extensive recent research about EF and their impact on learning, daily functioning, and behavior, EF may be most relevant for understanding the reason for deficits or success in activity performance and participation abilities among children and adolescents with neurodevelopmental disorders [10]

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Results