Relation between preschoolers' executive functioning and their everyday behaviors




Liebermann, Dana Paula

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Executive Functioning (EF), a critical component of children's cognitive development, is often assessed via measures adapted from neuropsychology which impose limitations on relating EF abilities to children's everyday behaviors. A batten- of EF task that emphasized specific components of 5 subscales of a behavior rating scale of EF (Behavior Rating Inventory of Executive Function - Preschool -Version; Gioia, Espy, & Isquith, 2004) was administered to 60 preschool-aged children while data from both parents and teachers were collected for the BRIEF-P to clarify the meaning of traditional empirical measures of EF and the value of assessing the EF abilities of children via their everyday behaviors. Results for the EF tasks are consistent with previous findings of age related changes and relations among EF tasks. However, although the construct validity of the BRIEF-P was validated, a lack of relations between EF tasks and BRIEF-P ratings suggests that these two methods may be assessing EF abilities in distinct manners that cannot be compared.



executive ability, cognition, children