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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

293
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
293

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Related Experiment Video

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Assessing Children's Executive Function: BADS-C Validity.

Jessica Fish1, F Colin Wilson2

  • 1Institute of Health and Wellbeing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom.

Frontiers in Psychology
|March 8, 2021
PubMed
Summary
This summary is machine-generated.

The Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C) shows promising validity for assessing executive functions in children. This standardized test correlates with everyday problems and distinguishes between children with varying difficulties.

Keywords:
assessmentchild developmentcognitive functionecological validityexecutive function

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Area of Science:

  • Child Psychology
  • Neuropsychology
  • Developmental Psychology

Background:

  • Limited availability of standardized measures for children's executive functions (EF).
  • Existing EF measures often have restricted evidence supporting their validity.

Purpose of the Study:

  • To evaluate the external and ecological validity of the Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C).
  • To provide a reliable tool for assessing executive functioning in pediatric populations.

Main Methods:

  • Administered the BADS-C to 256 children (ages 8-16).
  • Collected parent/teacher ratings on the Dysexecutive Questionnaire (DEX-C) and Strengths and Difficulties Questionnaire (SDQ).
  • Conducted factor analyses, regression analyses, and quartile comparisons.

Main Results:

  • BADS-C demonstrated a two-factor structure (monitoring, abstract reasoning).
  • DEX-C showed a three-factor structure (behavioral, cognitive, emotional responsiveness).
  • BADS-C scores significantly correlated with everyday functioning (DEX-C, SDQ) and differentiated between children with varying difficulties.

Conclusions:

  • The BADS-C provides tentative evidence for construct, convergent, and predictive validity.
  • The DEX-C also shows promising validity for assessing dysexecutive syndrome components.
  • These findings support the BADS-C as a valuable tool for pediatric executive functioning assessment.