Abstract
The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers’ performance on tests of Working Memory and Inhibition and parents’ and teachers’ ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed.
Highlights
Executive function (EF) is a complex construct that encompasses a wide variety of processes, including planning, working memory, attention, inhibition, or mental flexibility, and basically depends on the prefrontal areas and the reticular-thalamic system (Goldstein et al, 2013)
The assessment of emergent forms of EF is useful for early identification and intervention in neurodevelopmental disorders, especially attention deficit hyperactivity disorder (ADHD), autism spectrum disorders and specific learning disabilities, which involve an early executive dysfunction (Meltzer, 2007)
The first objective of the present study is to analyze the relationship between two different EF assessment methods in preschoolers, parents’ and teachers’ Behavior Rating Inventory of Executive Function (BRIEF) ratings and classic performance-based tests of inhibition and working memory
Summary
Executive function (EF) is a complex construct that encompasses a wide variety of processes, including planning, working memory, attention, inhibition, or mental flexibility, and basically depends on the prefrontal areas and the reticular-thalamic system (Goldstein et al, 2013). In spite of different nuances, the majority of the experts agree that, synthesizing, the term EF refers to skills that make it possible to regulate one’s own behavior and thinking processes in order to achieve a desired goal. These skills play a decisive role in academic, emotional and social adaptation (Posner and Rothbart, 2000; Barkley, 2011). Empirical studies have shown a qualitative leap in EF between 3 and 6 years-old, with a considerable increase in basic competences such as working memory, cognitive flexibility or inhibitory control of behavior (Garon et al, 2008; Zelazo et al, 2008; Montgomery and Koeltzow, 2010; Cartwright, 2012). The present study has focused on the EFs of working memory and inhibition
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