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The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina
Developmental Neuropsychology ( IF 1.5 ) Pub Date : 2021-01-22 , DOI: 10.1080/87565641.2021.1878175
Marisel Gutierrez 1, 2, 3 , Vanessa Arán Filippetti 1, 2, 3 , Viviana Lemos 1, 2, 3
Affiliation  

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.

中文翻译:

童年执行功能量表 (CHEXI) 家长和教师形式:来自阿根廷的西班牙语儿童的因素结构和认知相关性

本研究的目的是:(1) 探讨 6 至 11 岁讲西班牙语的儿童的 CHEXI 因子结构父母 (n = 183) 和教师 (n = 206) 形式,(2) 分析两者之间的关系。家长和老师评定的数据和基于表现的 EF(包括工作记忆、抑制和认知灵活性任务)和学业成绩的测量,以及 (3) 检查家长和老师报告之间的关联。验证性因子分析 (CFA) 表明,包括 (1) 工作记忆和 (2) 抑制的双因子模型最适合数据。McDonald's Omega 系数对于所有父母都是足够的 (ω = .98)。和教师的 (ω = .98) 量表。此外,在绩效和基于评估者的评估之间发现了低度和选择性的关联。然而,CHEXI 和学业成绩之间的关联更强,但根据受访者的不同(父母与老师)存在差异。最后,发现家长和老师报告之间的相关性很低。综上所述,我们的结果表明 CHEXI 是评估阿根廷西班牙语儿童 EF 的可靠措施,支持现有证据表明评级和基于表现的措施将评估不同的潜在心理结构。讨论了在神经心理学评估期间考虑这两种观点的临床和教育意义,进一步包括家长和教师评价的报告。我们的结果表明 CHEXI 是评估阿根廷西班牙语儿童 EF 的可靠措施,支持现有证据表明基于评级和绩效的措施将评估不同的潜在心理结构。讨论了在神经心理学评估期间考虑这两种观点的临床和教育意义,进一步包括家长和教师评价的报告。我们的结果表明 CHEXI 是评估阿根廷西班牙语儿童 EF 的可靠措施,支持现有证据表明基于评级和绩效的措施将评估不同的潜在心理结构。讨论了在神经心理学评估期间考虑这两种观点的临床和教育意义,进一步包括家长和教师评价的报告。
更新日期:2021-01-22
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