The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina.
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| Title: | The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina. |
|---|---|
| Authors: | Gutierrez, Marisel (AUTHOR), Arán Filippetti, Vanessa (AUTHOR), Lemos, Viviana (AUTHOR) |
| Source: | Developmental Neuropsychology. Mar-Apr2021, Vol. 46 Issue 2, p136-148. 13p. 2 Diagrams, 6 Charts. |
| Subjects: | Cognitive structures, McDonald's Corp., Cognition, Parent-teacher relationships, Executive function, Factor structure, Confirmatory factor analysis, Neuropsychological tests, Oppositional defiant disorder in children |
| Geographic Terms: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 149634993 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gutierrez%2C+Marisel%22">Gutierrez, Marisel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arán+Filippetti%2C+Vanessa%22">Arán Filippetti, Vanessa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lemos%2C+Viviana%22">Lemos, Viviana</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Developmental+Neuropsychology%22">Developmental Neuropsychology</searchLink>. Mar-Apr2021, Vol. 46 Issue 2, p136-148. 13p. 2 Diagrams, 6 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Cognitive+structures%22">Cognitive structures</searchLink><br /><searchLink fieldCode="DE" term="%22McDonald's+Corp%2E%22">McDonald's Corp.</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-teacher+relationships%22">Parent-teacher relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+structure%22">Factor structure</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Neuropsychological+tests%22">Neuropsychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Oppositional+defiant+disorder+in+children%22">Oppositional defiant disorder in children</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Argentina%22">Argentina</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87565641.2021.1878175 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 136 Subjects: – SubjectFull: Cognitive structures Type: general – SubjectFull: McDonald's Corp. Type: general – SubjectFull: Cognition Type: general – SubjectFull: Parent-teacher relationships Type: general – SubjectFull: Executive function Type: general – SubjectFull: Factor structure Type: general – SubjectFull: Confirmatory factor analysis Type: general – SubjectFull: Neuropsychological tests Type: general – SubjectFull: Oppositional defiant disorder in children Type: general – SubjectFull: Argentina Type: general Titles: – TitleFull: The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gutierrez, Marisel – PersonEntity: Name: NameFull: Arán Filippetti, Vanessa – PersonEntity: Name: NameFull: Lemos, Viviana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar-Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 87565641 Numbering: – Type: volume Value: 46 – Type: issue Value: 2 Titles: – TitleFull: Developmental Neuropsychology Type: main |
| ResultId | 1 |
