Journal•ISSN: 0929-7049
Child Neuropsychology
Taylor & Francis
About: Child Neuropsychology is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Cognition & Working memory. It has an ISSN identifier of 0929-7049. Over the lifetime, 1152 publications have been published receiving 45832 citations. The journal is also known as: Neuropsychology, development, and cognition..
Topics: Cognition, Working memory, Medicine, Executive functions, Attention deficit hyperactivity disorder
Papers published on a yearly basis
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TL;DR: The Behavior Rating Inventory of Executive Function (BRFI) as mentioned in this paper ) is a test for evaluating executive function in a group of children with a variety of personality traits, including depression, anxiety and depression.
Abstract: (2000). TEST REVIEW Behavior Rating Inventory of Executive Function. Child Neuropsychology: Vol. 6, No. 3, pp. 235-238.
1,976 citations
TL;DR: The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF.
Abstract: This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control” Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF Based on developmental and normative studies, the maturation of executive domains is mapped
1,829 citations
TL;DR: Evidence for the validity of the Behavior Rating Inventory of Executive Function based on internal structure was examined in a sample of children with mixed clinical diagnoses and the findings support a fractionated, multi-component view of executive function as measured by the BRIEF.
Abstract: Evidence for the validity of the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) based on internal structure was examined in a sample of children with mixed clinical diagnoses via maximum likelihood confirmatory factor analysis. Four alternative factor models of children's executive function, based on current theories that posit a unidimensional versus fractionated model (Rabbitt, 1997; Shallice & Burgess, 1991), using the revised 9-scale BRIEF configuration that separates two components of the Monitor scale, were examined for model fit. A 3-factor structure best modeled the data when compared directly with 1-, 2-, and 4-factor models. The 3-factor model was defined by a Behavior Regulation factor consisting of the BRIEF Inhibit and Self-Monitor scales, an Emotional Regulation factor consisting of the Emotional Control and Shift scales, and a Metacognition factor composed of the Working Memory, Initiate, Plan/Organize, Organization of Materials, and Task-Mon...
507 citations
TL;DR: The ADHD-C group was unique in its frequency and severity of inhibitory deficits, while the ASD group was distinguishable by its deficits in flexibility.
Abstract: Executive function profiles were examined within and between several clinical disorders via the multidomain Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000). Parent ratings of children with Inattentive and Combined types of Attention-Deficit/Hyperactivity Disorder (ADHD-I, ADHD-C), Autistic Spectrum Disorders (ASD), moderate and severe Traumatic Brain Injury (TBI), and Reading Disabilities (RD) were compared with controls. Profile analysis revealed significant (p .10) differences in global elevations and in profile of scale elevations between diagnostic groups. ASD, ADHD-I and ADHD-C groups exhibited greater elevations across the BRIEF scales than did RD and Severe TBI groups, who were in turn more elevated than Moderate TBI and Control groups. The ADHD-C group was unique in its frequency and severity of inhibitory deficits, while the ASD group was distinguishable by its deficits in flexibility. Within diagnostic groups, rela...
430 citations
TL;DR: Findings highlight the need for consideration of the role of EF in RCD, and examine the contribution of EF, along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children ages 9–15 years.
Abstract: Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD.
403 citations