Childhood Executive Functioning Inventory Research Articles

The parent-report Childhood Executive Functioning Inventory (CHEXI) in Italian preschoolers: factor structure, reliability, and criterion validity

ABSTRACT Executive functions (EFs) are a set of high-level cognitive processes that enable children to perform a goal-directed behaviour. During the preschool years, EFs undergo significant developmental changes. Therefore, it is crucial to have reliable measures that accurately evaluate preschoolers’ EFs in preschool-aged children. The present study aimed to investigate the factor structure of the Childhood Executive Functioning Inventory (CHEXI), replicating the expected two-factor model in Italian preschoolers. A total of 210 Italian parents completed an online survey on their children aged between 36 and 72 months (Mage = 54.12; SDage = 11.22; 44.3% girls). A confirmatory factor analysis confirmed the two-factor model of the CHEXI (working memory and inhibition) for Italian preschoolers, also demonstrating the invariance of the model across gender and age. Furthermore, the criterion validity of the CHEXI was established by examining correlations with the Children’s Behavior Questionnaire. The present study provides evidence that the CHEXI is a valid and reliable rating measure for assessing EFs abilities of Italian preschoolers.

Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States.

The purpose of this study was to examine the relationship between parent ratings of motor skills and executive function (EF) in children with autism spectrum disorder (ASD) in the United States and Taiwan. One hundred and seventy-two parents/legal guardians of children (4-6 years and 11 months old) with ASD were recruited from two countries, Taiwan (n = 100) and the United States (n = 72). The parents or guardians of the child with ASD completed a questionnaire including demographic information, child's motor skills (using Children Activity Scale - Parents, ChAS-P), and child's EF (using Childhood Executive Functioning Inventory, CHEXI). A series of hierarchical multiple regressions were conducted to determine whether ChAS-P (total motor score, fine motor skills, and gross motor skill) was associated with CHEXI (total EF score, working memory, and inhibition), after controlling for covariates (i.e., age, gender, race, body mass index, whether children received physical activity or cognitive training, parental education level). Total motor skills, fine motor skills, and gross motor skills were significantly associated with EF in both working memory and inhibition as rated by parents in both countries (β = 0.21-0.57, p < 0.01), with the exception of a non-significant association between parent-rated total motor skills, fine motor skills, and gross motor skills, and inhibition among Taiwanese children with ASD. In addition, the associations between parent ratings of motor skills (i.e., fine motor and gross motor skills) and EF (i.e., working memory and inhibition) were similar between the two countries. Positive associations with specific aspects of parent ratings of fine motor and gross motor skills and working memory and inhibition were found in children with ASD from both countries. These findings have implications for future interventions and programs focused on improving early motor skills and EF development for young children with ASD from Taiwan and the United States.

Examining the Executive Functioning of Children with ASD, ADHD, and Comorbid ASD and ADHD with the Taiwanese Traditional Chinese Childhood Executive Functioning Inventory (TC-CHEXI)

&lt;p&gt;背景和目的：CHEXI已被證明是一種跨文化、免費下載、方便且心理計量特質合宜的工具，用於評估社區兒童的執行功能。本研究使用台灣版「繁體中文兒童執行功能量表」（TC-CHEXI）評估由兒科精神科醫生診斷患有自閉症類障礙、注意力不足過動症以及兩者共病的兒童的執行功能，以探索該工具如何幫助我們了解臨床樣本的執行功能。方法：共有87名兒童的主要照顧者參加；包括 18名患有自閉症類障礙的兒童（17名男孩）、46名患有注意力不足過動症的兒童（34名男孩）和23名共病診斷的兒童（22名男孩）。本研究使用注意力不足過動症兒童執行功能量表做為效標，檢驗TC-CHEXI在臨床樣本中的效標關聯效度。此外探討了TC-CHEXI與自閉症兒童行為評定量表和修訂版重複行為量表間的相關性。最後在控制了年齡、性別和智商之後比較三組的執行功能。結果：使用TC-CHEXI檢驗臨床樣本的執行功能，顯示與預期相符的執行功能障礙。此外，TC-CHEXI在臨床樣本中，被證實具有良好的效標關聯建構效度。結論：TC-CHEXI是心理計量學上可靠且有效的執行功能評估工具，可用於社區樣本，協助吾人進行自閉症類障礙與注意力不足過動症初步的篩檢。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Background and purposes: The CHEXI has been shown to be a cross-cultural, free-to-download, convenient and psychometrically proper tool to evaluate the exec-utive functioning (EF) of children in community. The present study evaluated the EF of children with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and comorbidity of ASD and ADHD as diagnosed by a pediatric psychiatrist by using the Taiwanese Traditional-Chinese CHEXI (TC-CHEXI) in or-der to explore how the tool can help us understand the EF in clinical samples. Methods: In total, the primary caregivers of 87 children participated; they com-prised 18 children with ASD (17 boys), 46 children with ADHD (34 boys), and 23 children with comorbid ASD and ADHD (22 boys). The Executive Functions Rating Scale for Children with ADHD was used to investigate the criterion-related validity of the TC-CHEXI. The correlations of the TC-CHEXI with the Behavioral Rating Scale for Children with Autism and the Repetitive Behaviors Scale-Revised were also explored. Group comparisons on their EF subcomponents were conducted with age, gender, and IQ controlled for. Results: The findings suggest that examining with the TC-CHEXI, the EF of the clinical samples comprised of ASD/ADHD were shown to be dysfunctional as expected. Furthermore, the TC-CHEXI was noted to have criteria-related construct validity in clinical settings. Conclusion: The results showed that the TC-CHEXI is a psychometrically reliable and valid EF assessment tool to be used in community settings for primary screening of ASD/ADHD.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children

Many developmental skills are related to children’s school readiness in the early years, and these skills are essential for later achievement. Some of these skills include sensory processing, motor and visual perceptual skills, and executive functions. To date, limited research has examined these skills associated with school readiness. This study investigated the relationship between sensory processing, motor and visual perceptual skills, and executive functions, and school readiness in kindergarten children. A total of 138 kindergarten children administered the Sensory Profile, the Bruininks-Oseretsky Test 2- Brief Form, the Test of Visual Perceptual Skills-3, the Childhood Executive Functioning Inventory, and the Primary School Readiness Scale. The results showed that sensory processing, motor and visual perceptual skills, and executive functions were correlated with children’s school readiness, and these skills were also highly predictive of children’s school readiness (p < 0.05). It is necessary for future studies to consider these skills when assessing school readiness and to include strategies to develop these skills in intervention programs.

Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese?

We examined what executive functioning (EF) components predict reading and mathematics within the same study and whether the effects of behavioral ratings of EF overlap or complement those of performance-based measures. One hundred and nine Grade 2 Mandarin-speaking Chinese students from Chengdu, China (55 girls, 54 boys, Mage = 8.15 years), were assessed on measures of EF (planning, inhibition, shifting, and working memory), speed of processing, reading and mathematics. Parents also rated their children's EF skills using the Childhood Executive Functioning Inventory. Results of hierarchical regression analyses showed that only working memory among the performance-based EF measures predicted reading and mathematics. In addition, none of the behavioral ratings of EF made a significant contribution to reading and mathematics after controlling for mother's education and speed of processing. Taken together, these findings suggest that working memory is a domain general predictor of academic achievement, but only when measured with cognitive tasks.

Embedding nurse home visiting in universal healthcare: 6-year follow-up of a randomised trial

ObjectiveNurse home visiting (NHV) is designed to redress child and maternal health inequities. Of the previous trials to investigate NHV benefits beyond preschool, none were designed for populations with universal...

Psychometric analysis of Childhood Executive Functioning Inventory (CHEXI) in Saudi Arabian ADHD children: Calibration with Rasch model

The aim of the present study was to examine the psychometric analysis of the Childhood Executive Functioning Inventory (CHEXI) in Saudi Arabian ADHD children using the Rasch model. The study included 210 children from both sexes(males and females). All participants were from Saudi Arabia. Confirmatory factor analysis was performed to determine the dimensional structure of the scale. The Rasch Rating Scale Model (RSM) was used and implemented in the WINSTEPS v. 3.73 program. The results showed that the data, taken together, met the requirements of the RSM fit statistics. A good overall fit of persons and items to the model was found. Persons high rates of endorsement of “definitely true” on the CHEXI, as well as the most difficult items, are at the top of the map. No differences were found between the number of males and females in each of the three areas. The unidimensionality and local independence requirements were met. The levels of difficulty of the response categories are calibrated in ascending order as expected and in agreement with Andreich’s scale model, and that all response categories are statistically appropriate according to the two scales of relevance, Infit and Outfit, where the statistics of the mean squares (Mnsq) for the fit of the categories did not exceed the limits of suitability. The thresholds for CHEXI are graded in difficulty and are almost equal in discrimination, and thus the assumption of the rating scale model is fulfilled.

Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success

This study aims to explore the role of a child’s executive function deficits in the association of positive and negative parenting styles and practices with school success at early school age. A sample consisted of 174 parents who completed the Parenting Style Questionnaire, the Parental Acceptance-Rejection Questionnaire, and the Childhood Executive Functioning Inventory. Structural equation modelling analyses revealed complete mediation of authoritarian parenting style, parental hostility/aggression and indifference/neglect on child’s low literacy and mathematics achievement by child’s executive function deficits. In contrast, the mediating role of child’s executive function deficits in the relationship between authoritative parenting style and parental warmth/affection and school success was not confirmed. The results of the study indicate that executive function deficits act as a risk factor in literacy and mathematics achievement of early school-age children whose parents express high levels of negative parenting style and practices. The study suggests that appropriate interventions would have to be focused on parent training and programmes for improving child’s executive functions.

The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples.

The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students' giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach's α, and Pearson's r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children's cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.

Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers

Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system.

Intraocular fixation with Gore-Tex® sling for dislocated intraocular lens with plate loop haptic

&lt;p&gt;即便對經驗豐富的眼科醫師而言，人工水晶體脫位後重新固定亦是一場浩大的工程。雖然人工水晶體重新置入併以縫線固定手術已行之有年，要完成此手術仍必須將角膜傷口擴大才能將舊的人工水晶體取出而置入新的人工水晶體。因此術後除了造成傷口需更長的癒合時間外，也會造成角膜高度閃光之問題。本篇提出一項新的人工水晶體縫合固定手術，不需將舊有脫位之人工水晶體取出，而是將其直接固定在眼球內部，以減少前述之副作用。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Background and Purpose: This study is the first to examine whether the execu-tive functions (EFs) of children with high-functioning autism spectrum disorder (CWHFA) can be improved through figure skating (FS) experiences. Methods: In this single-case experimental study, a qualified FS coach trained two CWHFA by follow-ing the training system developed by the Ice Skating Institute. Multiple baselines of the two CWHFA were formed on several target indices, including EF subcomponents (Taiwanese Traditional-Chinese Childhood Executive Functioning Inventory) and repetition behaviors (Repetitive Behavior Scale-Revised). Social validation was also conducted via interviewing their mothers. Results: The results indicated that both of the CWHFA made progress on FS techniques during their 12 sessions of lessons in 6 weeks. The improved inhibitory control and repetitive behaviors were correlated with and might have probably been modiated by the FS experiences. The positive effects might have transferred to their daily lives. Conclusion: The results suggested that FS experiences helped the two CWHFA on their FS skills and bettered their inhibitory control as well as lowered their repetitive behaviors. Future randomised controlled trials further examining this effect are warranted.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Improving executive functions in two children with high-functioning autism spectrum disorder through figure skating experiences: focusing on inhibiting repeti-tive behaviors

&lt;p&gt;研究背景與目標：本文為首篇檢驗高功能自閉症類障礙疾患童之執行功能能否藉由花式滑冰（花滑）提升的實證研究。方法：本研究採單一個案實驗設計，共有兩位患童參加。由同一位具認證資格的花滑教練，依照滑冰協會所研發的訓練系統於冰上教學。過程中檢驗參與者之執行功能（以台灣繁體中文兒童執行功能量表施測）與重複行為（以修正版重複行為量表施測），並建立多重基準線。且訪談其母親以驗證社會效度。結果：本研究結果顯示兩位參與者的花滑技巧皆於六周共12次的花滑課程中有所進展。其執行功能中的抑制控制，以及重複行為，皆因著花滑技巧的進步而有所改善。這些正向效果更彰顯於兩人的日常生活中。結論：本研究結果支持花滑經驗可改善這兩名參與的高功能自閉症類障礙患童的抑制控制，並減少其重複行為。建議未來以大樣本的實驗，採隨機分組方式進一步驗證此效果。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Background and Purpose: This study is the first to examine whether the execu-tive functions (EFs) of children with high-functioning autism spectrum disorder (CWHFA) can be improved through figure skating (FS) experiences. Methods: In this single-case experimental study, a qualified FS coach trained two CWHFA by follow-ing the training system developed by the Ice Skating Institute. Multiple baselines of the two CWHFA were formed on several target indices, including EF subcomponents (Taiwanese Traditional-Chinese Childhood Executive Functioning Inventory) and repetition behaviors (Repetitive Behavior Scale-Revised). Social validation was also conducted via interviewing their mothers. Results: The results indicated that both of the CWHFA made progress on FS techniques during their 12 sessions of lessons in 6 weeks. The improved inhibitory control and repetitive behaviors were correlated with and might have probably been modiated by the FS experiences. The positive effects might have transferred to their daily lives. Conclusion: The results suggested that FS experiences helped the two CWHFA on their FS skills and bettered their inhibitory control as well as lowered their repetitive behaviors. Future randomised controlled trials further examining this effect are warranted.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners.

Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

Psychometric properties of the childhood executive functioning inventory (CHEXI): A confirmatory factor analysis and measurement invariance by sex and age in Iranian children

ABSTRACT This study aimed to examine the psychometric properties, factor structure, and measurement invariance of the Persian version of the Childhood Executive functioning Inventory (CHEXI). Participants were 1076 typically developing children, 6- to 12-years old (M age = 9.2 years, SD age = 1.96); females (52.1%) recruited from 17 provinces and 30 children with attention-deficit/ hyperactivity disorder (ADHD) (females, % 36) and 30 children with specific learning disability (SLD) (females, % 40). Children's parents completed CHEXI and the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA). Confirmatory factor analysis (CFA) supported the two-factor structure, including (1) working memory and (2) inhibition, which had been identified previously. The Results showed that the CHEXI had high internal consistency and adequate test-retest reliability. The CHEXI was found to be invariant by sex (female vs. male) and age (7 age groups) across all factors. Lastly, the CHEXI demonstrated adequate convergent validity with the BDEFS-CA and known-group validity. We highlighted the implications of these findings for using CHEXI in typically developing children and clinical samples, along with directions for future research.

Validation of the Spanish version of the Childhood Executive Functioning Inventory (CHEXI) in 4-5 year-old children

Background: The Childhood Executive Functioning Inventory (CHEXI) was designed to identify EF deficits in daily life contexts. The aim of the present study was to validate the Spanish version of the CHEXI in 4-5-year-old children. Method: Parents’ ratings of the CHEXI and laboratory tests of EF were investigated in two large samples of 445 children aged 4 years (196 girls, 249 boys) and 459 children aged 5 years (208 girls, 251 boys). CHEXI ratings were collected again after one-year. Results: The two-factor structure of the CHEXI (i.e., Working Memory and Inhibition) was replicated, showing high internal consistency and temporal stability. The 4-year-olds were reported to have higher EF deficits than 5-year-olds have. Boys were rated as having higher EF deficits than girls were. However, gender differences were not significant contrasting performance on EF tasks. Finally, associations between CHEXI ratings and EF tests were weak, suggesting that EF tests and EF ratings capture different aspects of EF. Conclusions: The Spanish CHEXI provides a suitable instrument to assess EF in 4-5-year-old children. Contexto: El Childhood Executive Functioning Inventory (CHEXI) se diseñó para detectar déficit de Funciones Ejecutivas (FE) en contextos de la vida diaria. El propósito del presente estudio era validar la versión española del CHEXI para niños de 4 y 5 años. Método: Se obtuvieron las valoraciones de los padres y las puntuaciones en test de laboratorio en una muestra de 445 niños de 4 años (196 niñas, 249niños) y otra de 459 niños de 5 años (208 niñas, 251 niños). Un año más tarde se volvieron a recoger las valoraciones de los padres en CHEXI. Resultados: Se replicó la estructura de dos factores de CHEXI (Memoria de Trabajo e Inhibición), obteniendo una alta consistencia interna y estabilidad temporal. Los niños de 4 años eran valorados con mayor déficit en FE que los niños de 5 años. Los niños alcanzaban puntuaciones más elevadas de déficit de FE. Sin embargo, no aparecieron diferencias significativas de género en las pruebas conductuales. Finalmente, se encontró una baja asociación entre las valoraciones de CHEXI y las puntuaciones de las pruebas conductuales. Este resultado sugiere que los inventarios y las medidas conductuales evalúan diferentes aspectos de las FE. Conclusiones: La versión española de CHEXI ofrece un instrumento válido para evaluar las FE en niños de 4 y 5 años.

Çocukluk Dönemi Yürütücü İşlevler Envanteri-Ebeveyn Formunun Okul Öncesi Dönem Çocukları İçin Geçerlik ve Güvenirlik Çalışması

The present study aims to adapt the parent-report of the "Childhood Executive Functioning Inventory (CHEXI)" into Turkish to use with preschool children. The CHEXI is a rating instrument by which parents evaluate the executive functioning of children between ages of 4 and12 years. The sample of the present study consists of parents of 212 children attending 37 public preschools during 2019 – 2020 academic year. Children’s ages range from 48 to 72 months. Parents completed the CHEXI, Children's Behavior Questionnaire-Short Form (CBQ-SF), and Demographic Information Form. Results from the Confirmatory Factor Analysis showed that the CHEXI has two factors aligned with the original structure; χ2(250) = 383,275, CFI=0.90, RMSEA=0.05 [90% CI 04, 06], SRMR=0.05. These dimensions are Working Memory and Inhibitory Control. As a result of the item-level independent t-test conducted for the upper and lower 27% groups, all items were significantly different between groups. The internal reliability (Cronbach's Alpha) values of the inventory were found to be .90 for the Working Memory and .78 for the Inhibitory Control subscale. This was also true for composite reliability. In addition, there was a significant correlation between CHEXI and CBQ-SF's subscales, indicating criterion validity. The findings of the present study suggest that CHEXI could be used with parents of preschool children in Turkey.

Psychometric properties of the behavior rating inventory of executive function, second edition (BRIEF2) in a sample of children with ADHD in Iran

ABSTRACT This study investigated the psychometric properties of a Persian translation of the Behavior Rating Inventory of Executive Function(BRIEF2) in 253 children with ADHD in Iran (137 boys, 116 girls)ages 8 to 12 years old (M = 10.04; SD = 1.42). The parents of the children completed the Persian BRIEF2 and the Childhood Executive Functioning Inventory (CHEXI). The findings indicated that the Persian version of BRIEF2 had good reliability (internal and test-retest) and satisfactory to good validity (convergent and construct). With respect to its construct validity, confirmatory factor analysis revealed that a three-factor solution was the best model fit for the nine subscales of the BRIEF2, which supports the valid interpretation of the three BRIEF2 indexes in the Persian BRIEF2. These findings support the clinical relevance of the Persian BRIEF in Iranian children with ADHD, as well as the multidimensional nature of executive functions.

EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

Executive functioning in pediatric acute lymphoblastic leukemia: CHEXI parent-report vs performance-based assessment

Several studies have emphasized the need for comprehensive neuropsychological assessment in pediatric cancer. To date, no study has analyzed Executive functions (EF) in children with Acute Lymphoblastic Leukemia (ALL) undergo treatment by means of both the Childhood Executive Functioning Inventory (CHEXI), parent form and performance-based measures. The aims of the present study were: (1) to explore the sensitivity of ratings vs. cognitive measures of EF to identify executive functions deficits in children with ALL and (2) to analyze the relationship between the parent-rated data and performance-based measures of EF in children with ALL. We assessed EF in typically developing (TD) children (n = 70) and children with ALL (n = 20) aged 6 to 12 years by means of performance-based measures of EFs (including working memory, cognitive flexibility, and inhibition) and the CHEXI parent form, also including IQ, depression, and anxiety measures. When controlling for age, IQ, depression and anxiety, children with ALL exhibited greater difficulties than their TD peers on working memory, cognitive flexibility (spontaneous and reactive) and inhibitory control tasks. Equally, at a behavioral level, differences between groups were observed regarding the CHEXI’s inhibition and WM subscales. However, the CHEXI parent related poorly to EF performance-based measures, supporting earlier research that suggests that ratings and laboratory measures would assess distinct underlying mental constructs. Overall, our results stress the importance of considering both measures when assessing EF in children with ALL as they would offer distinctive but relevant information. The clinical implications of findings are discussed.

The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina

ABSTRACT The aims of the present study were: (1) to explore the CHEXI factor structure parent (n = 183) and teacher (n = 206) forms in Spanish-speaking children aged 6 to 11 years, (2) to analyze the relationship between parent- and teacher-rated data and performance-based measures of EF (including working memory, inhibition, and cognitive flexibility tasks) and academic achievement and (3) to examine the association between parents and teachers reports. Confirmatory Factor analysis (CFA) showed that the two-factor model including (1) Working memory and (2) Inhibition best fit the data. McDonald’s Omega coefficient was adequate for both the total parents (ω = .98). and teachers’ (ω = .98) scales. In addition, low and selective associations were found between performance and rater-based assessments. However, stronger associations were observed between CHEXI and academic performance with differences according to the informant (parents vs. teachers). Finally, low correlations were found between parents and teachers reports. Taken together, our results suggest that the CHEXI is a reliable measure to assess EF in Argentinean Spanish-speaking children, supporting existing evidence that proposes that ratings and performance-based measures would assess different underlying mental constructs. Clinical and educational implications for considering both perspectives during neuropsychological assessment, further including parent- and teacher-rated reports are discussed.