Poster #10 - Executive Functions: Predicting Discrepancies between Child Performance Measures and Informant Reports

• In Event: Poster Session 08

Abstract

Background: Executive function skills (EF), such as inhibitory control, working memory, and attention shift, help children control their thoughts, behaviors and emotions, and thus are foundational and predictive of children’s future academic and occupational success (Brock et al., 2009; Zelazo et al, 2016). Executive functions can be assessed directly via child performance measures or via informant report (e.g., parent or teacher report). However, often there is a discrepancy between measures reflecting differences in ecological validity, context, capacity and performance (Isquith et al., 2013; McAuley et al. 2010). The purpose of this research is to investigate the difference between children’s EF scores on performance measures versus teacher report, and to determine if there are factors that predict a larger discrepancy.
Methods: Data from 401 preschool-aged children (Mage = 49.57, SD = 8.18 months) included teacher EF evaluations via the Behavior Rating Inventory of Executive Function (BRIEF-P; Gioia et al., 2003), four performance measures of EF (Heads Toes Knees Shoulders, Ponitz et al., 2009, Grass/Snow Carlson & Moses, 2001, Digit Span, Davis & Pratt, 1995, DCCS, Zelazo et al, 2003) with control variables including: receptive vocabulary (PPVT; Dunn & Dunn, 2007), age, gender, race/ethnicity, SES, parent education, child behavior, child imagination, and additional risk/protective factors.
Hypotheses: We predicted that there would be a larger discrepancy between child EF performance measure and teacher reported BRIEF, specifically for: males, children with lower vocabulary levels, and those with parent reported behavior issues. In contrast, we predicted that a smaller discrepancy would be found for children with higher imagination and prosocial skills, as both have been shown to be related to higher levels of EF (Bauer et al., 2021; Thibodeau et al., 2016; 2021).
Results: Preliminary analyses demonstrated that, although the measures were weakly correlated with each other (r = .23**, p < .001), there was a .25 standard deviation discrepancy between the BRIEF teacher scores and child performance measures composite scores. As hypothesized, this discrepancy was significantly predicted by child age (r =.23**), gender (r = .22**), vocabulary score (r = .21**), Child Behavior Scale’s (Ladd & Profilet, 1996) aggressive behavior (r = .45**), hyperactive behavior (r = .42**) prosocial behavior (r = .26**), and Childhood Imagination Questionnaire’s (Gilpin et al, 2017) imagination score (r = .33**). However, this discrepancy was not predicted by child race/ethnicity (r = .10, ns). Additional analyses will model a combination of assessments and predictor variables to determine if a mixed methods model can best predict EF ability and child outcomes.
Implications: These findings have implications for researchers to determine which measure(s) of EF and control variables to use for a given sample. Moreover, in the future, this line of research may also inform education and clinical practice to best assess children’s EF, which has implications for clinical treatments and education placements.

Authors

• Hillary Erwin, The University of Alabama

• Ansley Gilpin, University of Alabama, Tuscaloosa
  Presenting Author