The DOI matches its Crossref record, with a small difference in title or year.
The Assessment of Executive Functions in Attention-Deficit/Hyperactivity Disorder
Abstract
Attention-deficit/hyperactivity disorder (ADHD) has been characterized by difficulties in executive functions and both performance-based measures and rating scales of executive function have been shown to be affected more in individuals with ADHD than in comparison controls. Studies have indicate that these measures are only modestly related. Performance-based measures of executive function provide information regarding how well the child behaves and manages in an optimal and highly structured testing environment. Alternatively, ratings of executive function from different informants provide information on how well the child manages in less structured environments relative to testing situations, such as classrooms and home settings. Both domains are useful and valuable in the assessment of ADHD, but they provide different types of information in the context of a clinical assessment.
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In the citing paper
“EF have traditionally been posited in two ways: the unitary perspective, which stresses common processes among measures of EF, and the modular or componential view, which emphasizes dissociable EF processes and distinct developmental patterns for each process (Toplak et al., 2017).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Toplak et al., 2017
In the citing paper
“However, EF ratings are helpful in predicting occupational performance and academic performance because they provide information about goal-directed behavior in everyday situations.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Toplak et al. (2017)
In the citing paper
“According to Toplak et al. (2013) and Toplak et al. (2017), the performance-based tests provide valuable insight into cognitive processes and their efficiency in structured environments.”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Toplak et al. (2017)
In the citing paper
“Performance-based EF tests may also take longer to administer than rating scales (Toplak et al., 2013; Toplak et al., 2017).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Toplak et al., 2017
In the citing paper
“This conception of EF levels appears congruent with the proposition that different EF assessment methods capture different aspects of behavioral and cognitive functioning (Toplak et al., 2013; Toplak et al., 2017).”
From Assessment of executive functions in school-aged children: A narrative review (2022) · cites this paper as Toplak et al., 2017
Citations
Cited by
Sorted by citations
Krieger, V., & Amador-Campos, J. A. (2018) · Child Neuropsychology · doi:10.1080/09297049.2017.1386781 · Cited by 61
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
- Toplak, M. E., West, R. F., & Stanovich, K. E.
- Venue
- Executive Functions in Children's Everyday Lives
- Publisher
- Oxford University Press
- Published
- 2017-04-01
- Pages
- 157-174
- OpenAlex
- W2599711305
- Cited by
- 12
- References
- 0
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 2 · 2022: 2 · 2021: 2 · 2018: 1 · 2017: 1
- FWCI
- 3.66
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Oxford University Press eBooks (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- attention deficit hyperactivity disorder, executive function, performance-based measures, rating scales, informant differences, clinical evaluation, child behavior management
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