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

Gerst et al. (2017) found that executive function tests showed consistent univariate relations across multiple academic tests, whereas the pattern for executive function ratings was more nuanced and measure-specific.

“They also found that executive function tests showed consistent univariate relations across multiple academic tests, whereas the pattern for executive function ratings was more nuanced and measure-specific.”

Executive function rating scales predict theoretically-linked ratings of personality traits, internalizing and externalizing disorders, social skills, mood difficulties and academic functioning.

“Concurrent and predictive validity evidence includes demonstrations that executive function rating scales predict theoretically-linked ratings of personality traits, internalizing and externalizing disorders, social skills, mood difficulties and academic functioning (Buchanan, 2016; Gerst et al., 2017; Gross et al., 2015; Jarratt et al., 2005; Muris et al., 2008).”

The pattern of results is generally consistent with Gerst et al. (2017), who found EF performance tests had higher univariate associations with math achievement but similar associations for reading.

“This pattern of results is generally consistent with recent findings by Gerst et al. (2017) who reported that executive function performance tests showed generally higher univariate associations with math achievement (r=.49–.57 for executive function performance tests versus .29–.42 for ratings), although similar associations were found for reading (r=.32–.55 versus .38–.55).”

Executive function rating scales have concurrent and predictive validity; they predict theoretically related ratings of personality traits, social skills, internalizing and externalizing disorders, mood difficulties, and academic performance.

“It has also been demonstrated that EF rating scales have concurrent and predictive validity. In fact, they predict theoretically related ratings of personality traits, social skills, internalizing and externalizing disorders, mood difficulties and academic performance (Gross et al., 2015; Buchanan, 2016; Gerst et al., 2017).”

Gerst et al. (2017) replicated weak-to-nonsignificant relations between executive function rating scales and performance tests, with correlations of .20 to .25.

“a recent study by Gerst et al. (2017), who replicated the weak-to-nonsignificant relations between executive function rating scales and performance tests (r = .20–.25).”

Gerst et al. (2017) were unable to fully test cross-domain predictive validity because they did not include rating-based academic outcome measures.

“Gerst et al. (2017) were unable to fully test for cross-domain predictive validity because they did not include rating-based academic outcome measures.”

Both EF measurement methods were important for predicting children's academic functioning, but the overall pattern provided greater support for the construct and predictive validity of EF performance tests.

“Despite this apparent divergent validity evidence, both methods were important for predicting children’s academic functioning (Gerst et al., 2017), albeit to different degrees and with a more nuanced pattern of findings that overall provided greater support for the construct and predictive validity of executive function performance tests as discussed below.”