Preschool Version Research Articles

Validating the Bangla version of the Dimensions of Mastery Questionnaire (DMQ-18) for preschoolers.

The Preschool version of the Dimensions of Mastery Questionnaire (DMQ-18) is a popular instrument to assess children's ability to master the environment through action or activity to explore, influence, or control the physical atmosphere. Although this instrument was originally developed in English, it has now been translated and validated in five other languages: Hungarian, Turkish, Chinese, Spanish, and Persian. As we notice a growing interest in research on the mastery motivation among Bangladeshi preschoolers, we have taken this effort to translate and validate the DMQ-18 and explore the factor structure of the Bangla version of this questionnaire. After translating all 39 items of the questionnaire into Bangla, it was administered on 206 children, aged 3 to 6 years, recruited randomly from ten preschools in Dhaka. The schools were selected randomly from the official list of preschools prepared by the Dhaka City Corporation. Class teachers of the respective children completed the questionnaire with the assistant of research assistants. The Bangla version of the questionnaire retained all 39 items, with seven factors as they were in the English version. The Bangla version shows sufficient reliability (Cronbach's alpha = 0.87; test-retest reliability = 0.89 for whole questionnaire and .79-.89 for sub-scales; inter-rater reliability = 0.88 for whole questionnaire and .79-.88 for sub-scales), and validity (correlated positively with the English version; r = 0.85). Due to its robust psychometric properties, the Bangla DMQ-18 is suggested to be used for Bangladeshi preschool children to assess their mastery motivation.

Obstructive Sleep Apnoea Contributes to Executive Function Impairment in Young Children with Down Syndrome

ABSTRACT Objective/Background Children with Down syndrome (DS) commonly experience difficulties with executive function (EF). They are also vulnerable to obstructive sleep apnoea (OSA). OSA is associated with EF deficits in typically developing children. A recent study reported an association between OSA and cognitive deficits in 38 school-aged children with DS. We experimentally investigated EF behaviours in young children with DS, and their association with OSA. Participants and Methods Children with DS were recruited to take part in a larger study of OSA (N = 202). Parents of 80 children (50 male) aged 36 to 71 months (M = 56.90, SD = 10.19 months) completed the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P). Of these 80 children, 69 were also successfully studied overnight with domiciliary cardiorespiratory polygraphy to diagnose OSA. Results Obstructive apnoea/hypopnoea index was in the normal range (0–1.49/h) for 28 children but indicated OSA (≥1.5/h) in 41 children. Consistent with previous research, we found a large effect for children experiencing particular weaknesses in working memory, planning and organising, whilst emotional control was a relative strength. OSA was associated with poorer working memory (β = .23, R2 = .05, p = .025), emotional control (β = .20, R2 = .04, p = .047) and shifting (β = .24, R2 = .06, p = .023). Conclusions Findings suggest that known EF difficulties in DS are already evident at this young age. Children with DS already have limited cognitive reserve and can ill afford additional EF deficit associated with OSA. OSA is amenable to treatment and should be actively treated in these children to promote optimal cognitive development.

Social Information Processing Interview–Preschool Version: Adaptation to Turkish Validity and Reliability Study

Bu çalışmada, Okul Öncesi Dönem Çocukları İçin Sosyal Bilgi İşleme Süreci Testi (SBİST)’nin Türkçe’ye uyarlanarak geçerlik güvenirlik çalışmasının yapılması amaçlanmıştır. Araştırmanın evrenini 2015-2016 eğitim-öğretim yılında Afyonkarahisar il merkezindeki bağımsız anaokullarında öğrenim görmekte olan 60-72 aylık çocuklar; örneklemini ise bu çocuklardan 76’sı oluşturmaktadır. Örneklem sayısı GPOWER paket programı kullanılarak belirlenmiştir. Araştırmanın sonucunda kapsam geçerliğinin sağlandığı ölçme aracındaki tüm maddelerin kalması gerektiği sonucuna ulaşılmıştır. Güvenirlik analizi kapsamında Kurder Richardson ve Cronbach Alfa, madde toplam puan ve eşdeğer araştırmacı güvenirliği değerleri hesaplanmıştır. Elde edilen değerler 0,7 ve üstünde; madde toplam korelasyonlarının yeterli düzeydedir. Bu sonuçlar incelendiğinde SBİST’nin uygulanan örneklem grubunda yüksek geçerlik güvenirlik sonuçlarına ulaşılmıştır.

BRIEF-P: Validation Study in Children in Early Childhood With Neurodevelopmental Disorders

The Behaviour Rating Inventory of Executive Function–Preschool Version (BRIEF-P) is a hand-storable instrument that permits evaluation of the executive functions in children between the ages of 2 years and 5 years 11 months by parents, teachers, or other usual child caregivers, thus facilitating early intervention. It is a standardized questionnaire that is derived from the school version. It has been translated into different languages and adapted to different cultures and recently it has been translated into Spanish. It is answered using a Likert-type frequency scale. It is composed of 63 items that measure various aspects of executive functioning: five clinical scales, three broad indexes, one composite score or Global Executive Composite, and validity scales. The objective of this study was to analyze the psychometric properties related to the validity and reliability of BRIEF-P in children with neuropsychological, psychological, and developmental disorders that begin to manifest during early years. Non-experimental or ex post facto research was the method used. The participants were 107 parents and 98 teachers, evaluating 205 children. We analyzed several psychometric properties, related to reliability and validity, and compared the results with normative and clinical samples in the versions (parents and teachers). It is confirmed that BRIEF-P is a valid and reliable instrument with which to evaluate executive functions in children having neurodevelopmental disorders. We believe that BRIEF-P can be an especially useful and advisable instrument to be applied by educational psychologists and children’s clinicians in a population. BRIEF-P is discriminative and sensitive to executive deficits in the clinical population.

Online Assessment of Preschool Anxiety: description and initial validation of a new diagnostic tool.

The Online Assessment of Preschool Anxiety (OAPA) is a newly developed measure that assesses anxiety disorders in preschool children aged 3-6years. This study aimed to explore the OAPA's initial psychometric properties with a particular focus on examining its construct validity, both convergent and discriminant. The OAPA was completed online by a community sample of 319 Australian parents of temperamentally inhibited preschool children (M: 5.3years). Preliminary diagnoses were automatically generated before assessment reports were reviewed by a psychologist. Construct validity was examined by assessing the degree of agreement between the OAPA and existing valid questionnaire measures that were simultaneously administered online. Nearly half of participants met criteria for a child anxiety disorder according to the OAPA, most commonly social phobia. Findings supported convergent validity with the Revised Preschool Anxiety Scale (an anxiety symptom measure), the Children's Anxiety Life Interference Scale - Preschool Version (a measure of life interference from anxiety), the Emotional Symptoms scale of the Strengths and Difficulties Questionnaire-Parent Version (a measure of broader internalizing symptoms), as well as an over-involved/protective parenting scale. Findings also supported initial discriminant validity with the Conduct Problems scale of the Strengths and Difficulties Questionnaire-Parent Version. Results of this study provide evidence for the OAPA's preliminary construct validity. With further research into the OAPA's reliability (test-retest and interrater) and confirming construct validity, the OAPA may be a useful instrument for use in research settings and clinical practice.

An examination of the psychometric properties of scores on the Family Strain Index (FSI) in a general community sample.

Given the potentially harmful effects of parenting stress on parents, children, and their relationship, it is critical to have a reliable and valid measure of parenting stress in clinical and community samples. The Family Strain Index (FSI) is a brief questionnaire designed to measure stress and demand on parents of children with ADHD. The present study is the first to evaluate the psychometric properties of scores on the FSI in a general community sample. Parents (89% mothers) of 550 preschool children (aged 2-5years; 50% boys) sampled through 17 kindergartens located in Danish cities and villages completed the FSI, the ADHD Rating Scale (RS)-IV Preschool Version, and a background questionnaire. FSI scores were characterized by restricted range and floor effects. The scale's construct validity was not supported and the measurement repeatability after 1month was low. The scale did have convergent validity as levels of parenting stress were associated with perceived ADHD behavior in off-spring, but overall, results did not encourage the use of the FSI as a measure of parenting stress in the general population. Measures that include more normative events may be more appropriate when attempting to capture parenting stress in general community samples.

Caregiver ratings and performance-based indices of executive function among preschoolers with and without maltreatment experience

ABSTRACTDespite the well-documented impact of early maltreatment on children’s executive function (EF), there has been limited consensus about how to best assess this neurocognitive domain in high-risk, vulnerable preschool-aged children. Relevant studies have generally utilized either performance-based tests or caregiver ratings of EF, yet multi-method research has been rare. This study examined the EF profiles of preschoolers exposed to maltreatment, as indexed by the Behavior Rating Inventory of Executive function – Preschool Version (BRIEF-P), and investigated associations between caregiver ratings and performance-based measures (Happy–Sad Stroop, Tapping Test, and Dimensional Change Card Sort – DCCS) of EF in this population. Maltreatment status was further tested as a moderator of associations between these measures. Participants were (n = 107) children aged 4–5 years (M = 4.75; SD = 0.57; 39% female), with various levels of exposure to maltreatment. Children exposed to maltreatment were found to exhibit significantly more caregiver-rated deficits in EF than non-maltreated children, with greater fluctuations apparent across all scales of the BRIEF-P. Consistent with previous research in neurologically impaired children, there were only limited and weak to moderate correlations between BRIEF-P scales and performance-based measures of EF. Furthermore, maltreatment status was found to moderate the association between scores on the BRIEF-P Inhibit Scale and the DCCS, such that the association between these indices was weaker among children exposed to higher levels of maltreatment.

Antenatal and Postnatal Determinants of Behavioural Difficulties in Early Childhood: Evidence from Growing Up in New Zealand.

Behavioural difficulties during early childhood have significant implications for multiple outcomes later in life. Child behavioural difficulties at 2years of age (N = 6246) were assessed by mothers enrolled in a longitudinal, population-based New Zealand cohort study. 10.1% of children had total difficulties scores in the abnormal range on the preschool version of the Strengths and Difficulties Questionnaire. After controlling for maternal education, poverty, and child's birth age/weight, several antenatal and postnatal maternal health and family risk factors were significant for: (i) emotional problems (antenatal maternal perceived stress, lack of periconceptional folate, and moderate to severe maternal postnatal anxiety); (ii) hyperactivity-inattention (antenatal maternalperceived stress,mothers' antenatal exposure to secondhand smoke, moderate to severe maternal postnatal anxiety, and low maternal self-evaluation); (iii) conduct problems and total difficulties (antenatal maternal perceived stress, verbal inter-parental conflict and low maternal self-evaluation). The identification of risk and protective factors associated with early childhood difficulties are vital for guiding intervention and prevention efforts.

The ADHD rating scale-IV preschool version: Factor structure, reliability, validity, and standardisation in a Danish community sample

BackgroundADHD is a debilitating disorder with symptoms often appearing in early childhood. To facilitate early identification, developmentally appropriate and validated assessment tools for the preschool-age are needed. AimsThe current study aims to examine the psychometric properties of the ADHD Rating Scale (RS)-IV Preschool Version (-P) in a Danish community sample and provide national standardisation data. Methods and proceduresParents (n = 916) and kindergarten teachers (n = 275) of preschool children, aged 3–5 years, completed the ADHD RS-IV-P. Outcomes and resultsConfirmatory factor analysis indicated that a three-factor model (inattention, hyperactivity, and impulsivity) best fit the data regardless of rater. Scales generally showed acceptable internal consistency, test-retest reliability, inter-rater reliability, and criterion validity. Boys received higher ratings on the ADHD RS-IV-P than girls and younger preschool children were rated as more inattentive than older preschool children. Conclusions and implicationsOur findings support the reliability and validity of the ADHD RS-IV-P and a three-factor model of ADHD. However, high factor correlations and similarity in model fit suggest that more research is needed to clarify the organisation of ADHD symptoms in preschool children. Furthermore, the external validity of separate ADHD dimensions at this age should be examined.

Can Infant Temperament Be Used to Predict Which Toddlers Are Likely to Have Increased Emotional and Behavioral Problems?

ABSTRACTThe 'terrible twos' are often associated with increased temper tantrums, noncompliance and aggression. Although some expression of these behaviors is normal, whether early individual factors can predict which children are most at risk of frequent or prolonged emotional and behavioral problems is of increasing interest. The current study of 6,067 toddlers found that their 9 month scores on a new brief measure of temperament—the Infant Behavior Questionnaire – Revised - Very Short Form (IBQ-R-VSF)—were associated with both difficult behaviors and prosocial behaviors at age 2, measured using a preschool version of the Strengths and Difficulties Questionnaire. Controlling for a range of demographic, maternal characteristics and contextual factors, we found that infants higher on the trait Negative Emotionality and/ or lower on Orienting Capacity and Fear were more likely to develop hyperactivity, emotion, peer and conduct problems and less likely to demonstrate pro-social behaviors at two years of age. Temperament aged 9 months explained an additional 1 - 6 % of the variance in toddler behavior. These findings suggest that infant temperament is associated with the behavior strengths and difficulties of 2-year-olds and provide the first longitudinal validation of the new 5-factor structure of the new IBQ-R-VSF.

Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis

BackgroundA relationship between motor performance and cognitive functioning is increasingly being recognized. Yet, little is known about the precise nature of the relationship between both domains, especially in early childhood. AimsTo identify distinct constellations of motor performance, executive functioning (EF), and verbal ability in preschool aged children; and to explore how individual and contextual variables are related to profile membership. Methods and proceduresThe sample consisted of 119 3- to 4-year old children (62 boys; 52%). The home based assessments consisted of a standardized motor test (Movement Assessment Battery for Children – 2), five performance-based EF tasks measuring inhibition and working memory, and the Receptive Vocabulary subtest from the Wechsler Preschool and Primary Scale of Intelligence Third Edition. Parents filled out the Behavior Rating Inventory of Executive Function – Preschool version. Latent profile analysis (LPA) was used to delineate profiles of motor performance, EF, and verbal ability. Chi-square statistics and multinomial logistic regression analysis were used to examine whether profile membership was predicted by age, gender, risk of motor coordination difficulties, ADHD symptomatology, language problems, and socioeconomic status (SES). Outcomes and resultsLPA yielded three profiles with qualitatively distinct response patterns of motor performance, EF, and verbal ability. Quantitatively, the profiles showed most pronounced differences with regard to parent ratings and performance-based tests of EF, as well as verbal ability. Risk of motor coordination difficulties and ADHD symptomatology were associated with profile membership, whereas age, gender, language problems, and SES were not. Conclusions and implicationsOur results indicate that there are distinct subpopulations of children who show differential relations with regard to motor performance, EF, and verbal ability. The fact that we found both quantitative as well as qualitative differences between the three patterns of profiles underscores the need for a person-centered approach with a focus on patterns of individual characteristics.

Music@Home: A novel instrument to assess the home musical environment in the early years.

The majority of children under the age of 5 appear to show spontaneous enjoyment of singing, being exposed to music and interacting with musical instruments, but whether variations in engaging in such activities in the home could contribute to developmental outcomes is still largely unknown. Critically, researchers lack a comprehensive instrument with good psychometric properties to assess the home musical environment from infancy to the preschool years. To address this gap, this paper presents two studies that describe the development and validation of the Music@Home questionnaire, which comprises two versions: Infant and Preschool. In Study 1, an initial pool of items was generated and administered to a wide audience of parents (n = 287 for the Infant, n = 347 for the Preschool version). Exploratory factor analysis was used to identify different dimensions comprising the home musical environment of both infants and pre-schoolers, and to reduce the initial pool of items to a smaller number of meaningful items. In Study 2, convergent and divergent validity and internal and test-retest reliability of the new instrument were established, using data from a different sample of participants (n = 213 for the Infant, n = 213 for the Preschool version). The second study also investigated associations between the Music@Home and musical characteristics of the parents, such as their musical education and personal engagement with music. Overall, the Music@Home constitutes a novel, valid and reliable instrument that allows for the systematic assessment of distinct aspects of the home musical environment in families with children under the age of 5. Furthermore, the Infant and Preschool versions of the Music@Home present differential associations with musical characteristics of the parents opening a new area of inquiry into how musical exposure and interaction in the home may vary across different developmental stages.

Executive Functions in Preschool Children Born Preterm in Canton Sarajevo, Bosnia and Herzegovina

Background: Preterm born children are at an increased risk for having cognitive and motor impairments at preschool age. In addition to this, children born preterm have a number of deficits in executive functioning. Although there are numerous studies examining executive functions (EF) in preterm born children, few used ecologically valid measures of EF. The goal of the present study was to examine EF in preschool children born preterm. Materials and Methods: The sample for this study consisted of 40 preschool children aged 5 – 6 years old born preterm, both sexes (21 boys, 19 girls). EFs were measured with Behavior Rating Inventory of Executive Function- Preschool Version, an ecologically valid instrument for EF assessment. Results: The results of this study revealed that the greatest EF deficits were in the area of emotional control and working memory. There were no gender differences in EF except for the domain of emotional control, with boys having larger deficits. Conclusion: Given the high rate of EF deficits in preschool children born preterm, it is of utmost importance to provide them with adequate therapeutic modalities early in preschool period. Pediatricians, psychologists and early education specialists should work together in identifying the potential EF problems in preterm born preschool children and in making the programs for ameliorating EF deficits.

Effects of Yoga on Attention, Impulsivity, and Hyperactivity in Preschool-Aged Children with Attention-Deficit Hyperactivity Disorder Symptoms.

Behavioral therapies are first-line for preschoolers with attention-deficit hyperactivity disorder (ADHD). Studies support yoga for school-aged children with ADHD; this study evaluated yoga in preschoolers on parent- and teacher-rated attention/challenging behaviors, attentional control (Kinder Test of Attentional Performance [KiTAP]), and heart rate variability (HRV). This randomized waitlist-controlled trial tested a 6-week yoga intervention in preschoolers with ≥4 ADHD symptoms on the ADHD Rating Scale-IV Preschool Version. Group 1 (n = 12) practiced yoga first; Group 2 (n = 11) practiced yoga second. We collected data at 4 time points: baseline, T1 (6 weeks), T2 (12 weeks), and follow-up (3 months after T2). At baseline, there were no significant differences between groups. At T1, Group 1 had faster reaction times on the KiTAP go/no-go task (p = 0.01, 95% confidence interval [CI], -371.1 to -59.1, d = -1.7), fewer distractibility errors of omission (p = 0.009, 95% CI, -14.2 to -2.3, d = -1.5), and more commission errors (p = 0.02, 95% CI, 1.4-14.8, d = 1.3) than Group 2. Children in Group 1 with more severe symptoms at baseline showed improvement at T1 versus control on parent-rated Strengths and Difficulties Questionnaire hyperactivity inattention (β = -2.1, p = 0.04, 95% CI, -4.0 to -0.1) and inattention on the ADHD Rating Scale (β = -4.4, p = 0.02, 95% CI, -7.9 to -0.9). HRV measures did not differ between groups. Yoga was associated with modest improvements on an objective measure of attention (KiTAP) and selective improvements on parent ratings.

Disturbed sleep and activity in toddlers with early signs of attention deficit hyperactivity disorder (ADHD).

This study investigated whether early signs of attention deficit hyperactivity disorder (ADHD) in toddlers aged 2-3years are associated with disturbed sleep and activity levels. Participants were recruited from the Odense Child Cohort, and children scoring above the 93rd percentile on the ADHD scale of the Child Behaviour Checklist 1½-5 were categorised as cases and compared with age- and gender-matched normal-scoring controls. Daytime and nocturnal activity for 24 children with ADHD traits (cases) and 25 healthy controls was assessed through 7days of actigraphy, and parents completed the Children's Sleep Habits Questionnaire (CSHQ) and the ADHD Rating Scale IV Preschool Version (ADHD-RS). Cases differed significantly on actigraphic parameters by having fewer minutes of moderate-to-vigorous physical activity (MVPA), prolonged total sleep time, fewer sleep interruptions, and increased night-to-night variability. A significant association was found between fewer minutes of MVPA and higher parent-reported motor activity on the ADHD-RS. Furthermore, increased night-to-night variability was significantly associated with higher total scores on both CSHQ and ADHD-RS. The findings show that early signs of ADHD are associated with an irregular sleep pattern and lower daytime activity, as illustrated by actigraphy. Studies investigating early ADHD risk factors could lead to a preschool ADHD risk index to help guide future early intervention.

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Attention-deficit/hyperactivity disorder (ADHD) is associated with significant impairments in social, educational, and occupational functioning, as well as specific strengths. Currently, there is no internationally accepted standard to assess the functioning of individuals with ADHD. WHO’s International Classification of Functioning, Disability and Health—child and youth version (ICF) can serve as a conceptual basis for such a standard. The objective of this study is to develop a comprehensive, a common brief, and three age-appropriate brief ICF Core Sets for ADHD. Using a standardised methodology, four international preparatory studies generated 132 second-level ICF candidate categories that served as the basis for developing ADHD Core Sets. Using these categories and following an iterative consensus process, 20 ADHD experts from nine professional disciplines and representing all six WHO regions selected the most relevant categories to constitute the ADHD Core Sets. The consensus process resulted in 72 second-level ICF categories forming the comprehensive ICF Core Set—these represented 8 body functions, 35 activities and participation, and 29 environmental categories. A Common Brief Core Set that included 38 categories was also defined. Age-specific brief Core Sets included a 47 category preschool version for 0–5 years old, a 55 category school-age version for 6–16 years old, and a 52 category version for older adolescents and adults 17 years old and above. The ICF Core Sets for ADHD mark a milestone toward an internationally standardised functional assessment of ADHD across the lifespan, and across educational, administrative, clinical, and research settings.

The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop final consensus International Classification of Functioning, Disability and Health core sets.

Autism spectrum disorder is associated with diverse social, educational, and occupational challenges. To date, no standardized, internationally accepted tools exist to assess autism spectrum disorder–related functioning. World Health Organization’s International Classification of Functioning, Disability and Health can serve as foundation for developing such tools. This study aimed to identify a comprehensive, a common brief, and three age-appropriate brief autism spectrum disorder Core Sets. Four international preparatory studies yielded in total 164 second-level International Classification of Functioning, Disability and Health candidate categories. Based on this evidence, 20 international autism spectrum disorder experts applied an established iterative decision-making consensus process to select from the candidate categories the most relevant ones to constitute the autism spectrum disorder Core Sets. The consensus process generated 111 second-level International Classification of Functioning, Disability and Health categories in the Comprehensive Core Set for autism spectrum disorder—one body structure, 20 body functions, 59 activities and participation categories, and 31 environmental factors. The Common Brief Core Set comprised 60 categories, while the age-appropriate core sets included 73 categories in the preschool version (0- to 5-year-old children), 81 in the school-age version (6- to 16-year-old children and adolescents), and 79 in the older adolescent and adult version (⩾17-year-old individuals). The autism spectrum disorder Core Sets mark a milestone toward the standardized assessment of autism spectrum disorder–related functioning in educational, administrative, clinical, and research settings.

Development and validation of the Child Oral Health Impact Profile - Preschool version.

The Child Oral Health Impact Profile (COHIP) is a validated instrument created to measure the oral health-related quality of life of school-aged children. The purpose of this study was to develop and validate a preschool version of the COHIP (COHIP-PS) for children aged 2-5. The COHIP-PS was developed and validated using a multi-stage process consisting of item selection, face validity testing, item impact testing, reliability and validity testing, and factor analysis. A cross-sectional convenience sample of caregivers having children 2-5 years old from four groups completed item clarity and impact forms. Groups were recruited from pediatric health clinics or preschools/daycare centers, speech clinics, dental clinics, or cleft/craniofacial centers. Participants had a variety of oral health-related conditions, including caries, congenital orofacial anomalies, and speech/language deficiencies such as articulation and language disorders. COHIP-PS. The COHIP-PS was found to have acceptable internal validity (a = 0.71) and high test-retest reliability (0.87), though internal validity was below the accepted threshold for the community sample. While discriminant validity results indicated significant differences across study groups, the overall magnitude of differences was modest. Results from confirmatory factor analyses support the use of a four-factor model consisting of 11 items across oral health, functional well-being, social-emotional well-being, and self-image domains. Quality of life is an integral factor in understanding and assessing children's well-being. The COHIP-PS is a validated oral health-related quality of life measure for preschool children with cleft or other oral conditions.

Executive function and childhood stuttering: Parent ratings and evidence from a behavioral task

PurposeThe purpose of this study was to examine the executive function (EF) abilities of preschool children who do (CWS) and do not stutter (CWNS) using a parent-report questionnaire and a behavioral task. MethodParticipants were 75 CWS and 75 CWNS between the ages of 3;0 and 5;11 (years; months). Parents rated their children’s EF abilities using the Behavioral Rating Inventory of Executive Function–Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003). Children’s ability to integrate cognitive flexibility, inhibitory control, and working memory was measured using a behavioral task, the Head-Toes-Knees-Shoulders (HTKS; Cameron Ponitz, McClelland, Matthews, & Morrison, 2009). ResultsThe CWS were judged by their parents as being less proficient in working memory, shift/flexibility, and overall EF than the parents of the CWNS. Children in the CWS group were also 2½ to 7 times more likely than children in the CWNS group to exhibit clinically significant difficulties with EF. Behavioral task findings revealed that 3-year old CWS performed more poorly than their peers on the HTKS. Parental ratings of executive function and working memory were significantly and moderately correlated with receptive and expressive vocabulary skills only for the CWNS group. ConclusionCWS have more difficulty with EF in everyday life and may experience early delays in their ability to integrate aspects of attention and EF compared to CWNS.

Receiver operating characteristic curve analysis of the Child Behavior Checklist and Teacher's Report Form for assessing autism spectrum disorder in preschool-aged children.

BackgroundAutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social, behavioral, and communication impairments with an estimated prevalence of 1 in 68 school-aged children. There is a need for objective and easily applicable instruments for early identification of autistic children to enable initiation of early interventions during a very sensitive period of brain development and, consequently, optimize prognosis. Here, we tested the utility of the Child Behavior Checklist (CBCL) and the Caregiver-Teacher’s Report Form (C-TRF) scales for assessing ASD in Brazil, where ASD screening research is emergent.Subjects and methodsA total of 70 children (2–5 years old, both sexes) were enrolled, including an ASD group (n=39) and a non-ASD control group (n=31). The preschool versions of the CBCL and C-TRF were applied. The CBCL and C-TRF results were compared between the ASD and non-ASD control groups with Mann–Whitney U tests and receiver operating characteristic analyses.ResultsThe CBCL and C-TRF were found to have moderate accuracy for the dimensions withdrawn and autism spectrum problems, and to correlate with each other.ConclusionThe CBCL and C-TRF may aid in early ASD detection.