Miranda Ana, Colomer Carla, Mercader Jessica, Fernández M Inmaculada, Presentación M Jesús
Departamento de Psicología Evolutiva y de la Educación, Universidad de Valencia Valencia, Spain.
Departamento de Educación, Universidad Jaume I, Castellón Spain.
Front Psychol. 2015 Apr 29;6:545. doi: 10.3389/fpsyg.2015.00545. eCollection 2015.
The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers' performance on tests of Working Memory and Inhibition and parents' and teachers' ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed.
使用具有生态效度的工具对执行过程进行早期评估，对于识别缺陷以及规划应对可能的不良后果的行动至关重要。本研究有两个不同的目标。第一个目标是使用执行功能行为评定量表（BRIEF），分析学龄前儿童在工作记忆和抑制测试中的表现与家长和教师对这些执行功能（EFs）的评分之间的关系。第二个目标是研究不同的EF测量方法（基于表现的测试和评定量表）对注意力不集中和多动/冲动行为以及单词阅读表现指标的预测价值。该研究的参与者是209名处于学前教育最后一年的儿童、他们的教师和家庭。进行了基于表现的工作记忆和抑制测试，以及单词阅读测量（准确性和速度）。家长和教师填写了EF评定量表以及注意力缺陷多动障碍（ADHD）症状的典型行为评定量表。不同的EF评估程序之间发现了中等程度的相关值，尽管结果因不同领域而异。BRIEF中的元认知指数与言语工作记忆测试的相关性比与抑制测试的相关性更强。评定量表和基于表现的测试都是注意力不集中和多动/冲动行为以及阅读成绩测量的显著预测指标。然而，对于ADHD症状，BRIEF解释的方差百分比更大，而基于表现的测试在更大程度上解释了阅读成绩。讨论了研究结果对研究和临床实践的意义。
