Research and development on remote assessments and services have been slowly progressing over the past decade in the areas of telehealth, telemedicine, and psychological e-Visits. However, much less research has focused on understanding whether neuropsychological and educational assessments can be converted for remote use with young children. In the present study, we tested the feasibility of administering a remote battery of executive function (EF) tasks to preschool students. These tasks were converted from widely used EF assessments and were administered to children in their homes remotely via Zoom Video Communications web conferencing services. Based on our experiences in the field, we described the task conversion process; highlighted the unique challenges and solutions to obtaining accurate and reliable data remotely; and presented psychometric findings from a preliminary study of 97 preschool students (M_age = 53.2 months; 53% Female; 55% Black, 33.7% White, 7.9% biracial, 2.2% "other," 1.1% Asian/Pacific Islander; 7.2% Latine). Results revealed that the remotely assessed Day and/or Night Stroop task, Dimensional Card Change Sort (DCCS) task, Revised Head-Toes-Knees-Shoulders (HTKS-R) task, and Digit Span Forward task demonstrated strong evidence of normality, were highly reliable, and were related to children's academic achievement. Further, associations between our remote EF measures and standardized tests of academic achievement were stronger for math than for reading achievement. Overall, this study represents a first step towards developing a protocol for task conversion and remote administration of EF measures with young children.

在过去十年中，远程医疗、远程医疗和心理电子访问领域的远程评估和服务的研究和开发进展缓慢。然而，很少有研究集中在了解神经心理学和教育评估是否可以转换为幼儿远程使用。在本研究中，我们测试了为学龄前学生管理远程执行功能 (EF) 任务的可行性。这些任务从广泛使用的 EF 评估转换而来，并通过 Zoom Video Communications 网络会议服务远程管理给家中的儿童。根据我们在该领域的经验，我们描述了任务转换过程；强调了远程获取准确可靠数据的独特挑战和解决方案；_年龄 = 53.2 个月；53% 女性；55% 黑人，33.7% 白人，7.9% 混血儿，2.2% “其他”，1.1% 亚裔/太平洋岛民；7.2% 拉丁语）。结果显示，远程评估的日间和/或夜间 Stroop 任务、维度卡片更改排序 (DCCS) 任务、修订的头-脚趾-膝-肩 (HTKS-R) 任务和数字跨度向前任务证明了正常性的有力证据，是可信度高，与孩子的学业成绩相关。此外，我们的远程 EF 测量和学术成就的标准化测试之间的关联在数学方面比在阅读成绩方面更强。总体而言，这项研究代表了开发用于任务转换和远程管理幼儿 EF 措施的协议的第一步。