Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants' EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia (n = 78) and to compare their EF with typically developing (TD) peers (n = 82). The study also sought to examine agreements and disagreements among teacher and parent raters. One key finding was that children and adolescents with dyslexia were rated by both parents and teachers as having more frequent cognitive, behavioral, and emotional EF difficulties in home and school compared with TD peers. However, teachers often reported greater severity of impairments than parents did across several EF domains, potentially suggesting a differential pattern of EF difficulties between home and school. Results are discussed in relation to multi-informant assessment practices for EF behaviors (e.g., there may be differential patterns of EF difficulties between home and school) and how the findings have implications for supporting children and adolescents with dyslexia.

中文翻译：

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家长和老师对阅读障碍学生行为执行功能的评价

探索患有阅读障碍的儿童和青少年执行功能 (EF) 的行为评级的研究很少，这限制了研究人员、临床医生、教育工作者和家长在家里和/或学校理解和最好地支持这些学生。使用执行功能行为评定量表，第二版 (BRIEF-2) 评定量表来衡量参与者在家庭和学校环境中的 EF 行为，本研究的主要目的是检查西班牙患有阅读障碍的儿童和青少年的 EF (n = 78) 并将他们的 EF 与典型发展中 (TD) 同行 (n = 82) 进行比较。该研究还试图检查教师和家长评分者之间的共识和分歧。一项重要发现是，父母和老师都认为患有阅读障碍的儿童和青少年在认知、行为、与TD同龄人相比，家庭和学校的情感EF困难。然而，在几个 EF 领域，教师报告的损伤严重程度通常高于父母，这可能表明家庭和学校之间的 EF 困难模式存在差异。讨论结果涉及 EF 行为的多线人评估实践（例如，家庭和学校之间可能存在 EF 困难的不同模式）以及研究结果如何对支持患有阅读障碍的儿童和青少年产生影响。