The Childhood Executive Functioning Inventory (CHEXI): A New Rating Instrument for Parents and Teachers

Poor executive functioning has been shown to be of central importance in disruptive behavior disorders such as attention deficit hyperactivity disorder (ADHD), and a large number of laboratory measures of executive functioning have been developed. There are, however, few available questionnaires tap...

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Bibliographic Details
Published in:Developmental neuropsychology 2008, Vol.33 (4), p.536-552
Main Authors: Thorell, Lisa B., Nyberg, Lilianne
Format: Article
Language:English
Subjects:
Academic achievement
adhd symptoms
Attention Deficit Disorder with Hyperactivity - psychology
Attention deficit hyperactivity disorder
Biological and medical sciences
Child
Child, Preschool
deficits
delay aversion
Discriminant analysis
Educational Status
Female
Humans
hyperactivity
inhibition
Inhibition (Psychology)
Male
Medical sciences
Medicin och hälsovetenskap
Memory
Neuropsychological Tests
Neuropsychology
odd
Parents - psychology
preschool-children
Problem Solving - physiology
Psychological Tests
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychometrics. Diagnostic aid systems
Psychopathology. Psychiatry
Psykologi
SAMHÄLLSVETENSKAP
SOCIAL SCIENCES
Socialvetenskap
Surveys and Questionnaires
Task Performance and Analysis
Teaching
Techniques and methods
working-memory
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Summary:Poor executive functioning has been shown to be of central importance in disruptive behavior disorders such as attention deficit hyperactivity disorder (ADHD), and a large number of laboratory measures of executive functioning have been developed. There are, however, few available questionnaires tapping executive functioning and those that exist also include items focused directly on the symptom criteria for ADHD, which makes it difficult to draw conclusions regarding executive functioning per se. In the present study, a new rating instrument, the Childhood Executive Functioning Inventory (CHEXI) was therefore introduced. This instrument was shown to have good test-retest reliability. Using factor analysis, two factors tapping working memory and inhibition emerged using parent ratings and these two factors were replicated using teacher ratings. Modest, yet mostly significant, relations to laboratory measures of working memory and inhibition were found. Ratings on the CHEXI were also found to be significantly related to ADHD symptoms as well as early academic achievement. Interestingly, ratings on the CHEXI and laboratory measures of working memory and inhibition were shown to explain independent variance in ADHD symptoms and academic achievement, which point to the importance of using a multi-assessment strategy when studying executive functioning.
ISSN:8756-5641
1532-6942
1532-6942
DOI:10.1080/87565640802101516