Executive function measurement in urban schools: Exploring links between performance-based metrics and teacher...

Area of Science:

• Child Psychology
• Educational Psychology
• Neuropsychology

Background:

• Limited research exists on executive function development in non-white, low socioeconomic status children.
• Existing executive function measures may not adequately represent diverse populations.
• Standardized behavior rating scales are commonly used but their applicability in under-represented contexts needs evaluation.

Purpose of the Study:

• To evaluate whether teacher-completed behavior rating scales (BASC2EF and BASC3EF) align with performance-based measures of executive functioning.
• To assess the measurement properties of the BASC executive function scales in ethnic minority children from high-poverty backgrounds.
• To provide recommendations for the best practices in assessing executive functions in diverse, low-income populations.

Main Methods:

• Two large samples of ethnic minority children from high-poverty backgrounds were studied.
• Structural equation models were used to analyze the relationship between computerized performance-based measures and teacher rating scales.
• The factor structure of the BASC2EF and BASC3EF was examined within these specific populations.

Main Results:

• The original BASC2EF scale did not demonstrate a strong factor structure for the high-poverty samples.
• BASC3EF appeared more adept at capturing distinct components of performance-based executive function tasks.
• BASC2EF was found to better represent overall executive functioning rather than individual task performance.

Conclusions:

• The BASC2EF may not be a suitable measure for assessing executive functions in children from high-poverty backgrounds.
• Using the BASC3EF or a restricted set of BASC2EF items common to BASC3EF is recommended for these populations.
• Further research is needed to refine and validate executive function assessment tools for diverse children.