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Assessing Executive Functions in Young Children
Abstract
The assessment of typical and atypical executive functioning in young children is important to clinicians, researchers, and educators interested in understanding children’s emerging emotion regulation, social development, and academic achievement. This chapter provides a comparison of unitary and component views of the executive system in early childhood, and how standardized and commercially available performance-based measures of working memory, response inhibition, set-shifting, and planning can be used to assess children’s capacity to access this executive system. The measures reviewed contain age norms and therefore, have importance for clinical practice. The authors also review challenges to assessment of executive functions in young children with and without disabilities and offers recommendations for selecting measures and interpreting assessment results.
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“Inhibitory control abilities may be assessed by using tasks including interference suppression and response inhibition (Young et al., 2017).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Young et al., 2017
In the citing paper
“Another significant problem is the lack of standardized measures of EF for young children with appropriate normative data that can lead to biased interpretation (Young et al., 2017).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Young et al., 2017
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Assessment of executive functions in school-aged children: A narrative review
Souissi, S., Chamari, K., & Bellaj, T. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.991699 · Cited by 56
Metadata
- Authors
- Young, A. R., Gurm, M. K., & O’Donnell, K. A.
- ORCID
- Gurm, Mandeep K.
- Venue
- Executive Functions in Children's Everyday Lives
- Publisher
- Oxford University Press
- Published
- 2017-04-01
- Pages
- 21-37
- OpenAlex
- W2603708250
- Cited by
- 7
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 2 · 2019: 1
- FWCI
- 2.40
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Oxford University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- executive function, young children, working memory, response inhibition, set-shifting, planning, age norms, children with disabilities, emotion regulation, social development (developmental psychology), academic performance
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