Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children

ABSTRACT

Interrelations of two measurement methods (cognitive versus behavioral ratings) for executive function (EF) were examined and related to reading comprehension and math calculations in fourth and fifth grade students (n = 93) in the context of a diverse urban student population. Relations among measures within four EF processes (working memory, planning, inhibition and shifting) were modest; relations to academics were stronger. EF measures contributed to both academic outcomes even in the context of relevant covariates (age, language and educational program). Working memory was particularly important for reading comprehension across measurement type. Cognitive measures from all EF processes, particularly inhibition and planning, and behavioral ratings of working memory were important for math.

KEY WORDS:

• Executive function
• academics
• behavioral ratings
• performance-based
• assessment

Acknowledgements

The attitudes and opinions expressed in this presentations are those of the authors and do not necessarily reflect those of the funding agency. The authors thank the coworkers, parents, teachers, and school and district officials who made this research possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by Award Number P50 HD052117, Texas Center for Learning Disabilities, from the Eunice Kennedy Shriver National Institute of Child Health & Human Development to the University of Houston. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health & Human Development or the National Institutes of Health.