Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds.

Hanna Mulder,Huub Hoofs,Paul P M Leseman,Ineke Van Der Veen,Josje Verhagen

doi:10.3389/fpsyg.2014.00733

Abstract

Executive function (EF) is an important predictor of numerous developmental outcomes, such as academic achievement and behavioral adjustment. Although a plethora of measurement instruments exists to assess executive function in children, only few of these are suitable for toddlers, and even fewer have undergone psychometric evaluation. The present study evaluates the psychometric properties and validity of an assessment battery for measuring EF in two-year-olds. A sample of 2437 children were administered the assessment battery at a mean age of 2;4 years (SD = 0;3 years) in a large-scale field study. Measures of both hot EF (snack and gift delay tasks) and cool EF (six boxes, memory for location, and visual search task) were included. Confirmatory Factor Analyses showed that a two-factor hot and cool EF model fitted the data better than a one-factor model. Measurement invariance was supported across groups differing in age, gender, socioeconomic status (SES), home language, and test setting. Criterion and convergent validity were evaluated by examining relationships between EF and age, gender, SES, home language, and parent and teacher reports of children's attention and inhibitory control. Predictive validity of the test battery was investigated by regressing children's pre-academic skills and behavioral problems at age three on the latent hot and cool EF factors at age 2 years. The test battery showed satisfactory psychometric quality and criterion, convergent, and predictive validity. Whereas cool EF predicted both pre-academic skills and behavior problems 1 year later, hot EF predicted behavior problems only. These results show that EF can be assessed with psychometrically sound instruments in children as young as 2 years, and that EF tasks can be reliably applied in large scale field research. The current instruments offer new opportunities for investigating EF in early childhood, and for evaluating interventions targeted at improving EF from a young age.

Highlights

Executive function (EF) involves a wide array of cognitive processes needed for goal-directed behavior and self-regulation
Whereas cool EF predicted both pre-academic skills and behavior problems 1 year later, hot EF predicted behavior problems only. These results show that EF can be assessed with psychometrically sound instruments in children as young as 2 years, and that EF tasks can be reliably applied in large scale field research
Executive function is an important predictor of academic achievement (Blair and Diamond, 2008), socio-emotional development (Carlson et al, 2004), and behavioral adjustment (Eisenberg et al, 2009; Espy et al, 2011) in the preschool period and beyond

Summary

Introduction

Executive function (EF) involves a wide array of cognitive processes needed for goal-directed behavior and self-regulation. Given the importance of EF at a young age for later academic and behavioral functioning, there is a clear need for valid and psychometrically sound instruments to assess EF in early childhood. Few EF tasks are available for use with children younger than 3 years of age, and the instruments that are available most often have not been evaluated psychometrically Such a psychometric evaluation is crucial as “the results will only be as good as the test,” which entails that only valid and reliable assessment tools will contribute to our understanding of young children’s EF and www.frontiersin.org. As the parent questionnaire was missing for a large number of children (see sample description section below), we asked assessors to record children’s home language as well at both waves.

Methods

Results

Conclusion