Theoretical and statistical derivation of a screener for the behavioral assessment of executive functions in children.
The problem of valid measurement of psychological constructs remains an impediment to scientific progress, and the measurement of executive functions is not an exception. This study examined the statistical and theoretical derivation of a behavioral screener for the estimation of executive functions in children from the well-established Behavior Assessment System for Children (BASC). The original national standardization sample of the BASC-Teacher Rating Scales for children ages 6 through 11 was used (N = 2,165). Moderate-to-high internal consistency was obtained within each factor (.80-.89). A panel of experts was used for content validity examination. A confirmatory factor analysis model with 25 items loading on 4 latent factors (behavioral control, emotional control, attentional control, and problem solving) was developed, and its statistical properties were examined. The multidimensional model demonstrated adequate fit, and it was deemed invariant after configural, metric, and scalar measurement invariance tests across sex and age. Given its strong psychometric properties, with further tests of item validity, this instrument promises future clinical and research utility for the screening of executive functions in school-age children.
Educational Psychology and Instructional Technology, University of Georgia.
Mauricio A
MA
Garcia-Barrera
Educational Psychology and Instructional Technology, University of Georgia.
Randy W
RW
Kamphaus
Educational Psychology and Instructional Technology, University of Georgia.
Deborah
D
Bandalos
D001288:Attention; D002648:Child; D056348:Emotional Intelligence; D056344:Executive Function; D005260:Female; D006801:Humans; D008297:Male; D015588:Observer Variation; D011340:Problem Solving; D011580:Psychological Techniques / Q000592:standards; D002666:Psychology, Child / Q000379:methods; D015203:Reproducibility of Results