Poor executive functioning has been shown to be of central importance in disruptive behavior disorders such as attention deficit hyperactivity disorder (ADHD), and a large number of laboratory measures of executive functioning have been developed. There are, however, few available questionnaires tapping executive functioning and those that exist also include items focused directly on the symptom criteria for ADHD, which makes it difficult to draw conclusions regarding executive functioning per se. In the present study, a new rating instrument, the Childhood Executive Functioning Inventory (CHEXI) was therefore introduced. This instrument was shown to have good test-retest reliability. Using factor analysis, two factors tapping working memory and inhibition emerged using parent ratings and these two factors were replicated using teacher ratings. Modest, yet mostly significant, relations to laboratory measures of working memory and inhibition were found. Ratings on the CHEXI were also found to be significantly related to ADHD symptoms as well as early academic achievement. Interestingly, ratings on the CHEXI and laboratory measures of working memory and inhibition were shown to explain independent variance in ADHD symptoms and academic achievement, which point to the importance of using a multi-assessment strategy when studying executive functioning.

中文翻译：

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儿童执行功能量表（CHEXI）：一种新的家长和教师评估工具

执行功能差已被证明在诸如注意力缺陷多动障碍 (ADHD) 等破坏性行为障碍中至关重要，并且已经开发了大量执行功能的实验室测量方法。然而，很少有调查执行功能的可用问卷，现有的问卷还包括直接关注 ADHD 症状标准的项目，这使得很难得出关于执行功能本身的结论。在本研究中，因此引入了一种新的评估工具，即儿童执行功能量表（CHEXI）。该仪器被证明具有良好的重测信度。使用因子分析，使用家长评分出现了两个利用工作记忆和抑制的因素，并且使用教师评分复制了这两个因素。发现与工作记忆和抑制的实验室测量值之间存在适度但最重要的关系。还发现 CHEXI 的评分与 ADHD 症状以及早期学业成绩显着相​​关。有趣的是，CHEXI 的评分和工作记忆和抑制的实验室测量结果被证明可以解释 ADHD 症状和学业成绩的独立差异，这表明在研究执行功能时使用多重评估策略的重要性。