The Childhood Executive Functioning Inventory (CHEXI) Parent and Teacher Form: Factor Structure and Cognitive Correlates in Spanish-speaking Children from Argentina

GUTIERREZ, MARISEL; ARÁN FILIPPETTI, VANESSA; LEMOS, VIVIANA

DEVELOPMENTAL NEUROPSYCHOLOGY

PSYCHOLOGY PRESS

Año: 2021 p. 1 - 13

8756-5641

The aims of the present study were: (1) to explore the CHEXI factor structureparent (n = 183) and teacher (n = 206) forms in Spanish-speaking childrenaged 6 to 11 years, (2) to analyze the relationship between parent- andteacher-rated data and performance-based measures of EF (including workingmemory, inhibition, and cognitive flexibility tasks) and academic achievementand (3) to examine the association between parents and teachersreports. Confirmatory Factor analysis (CFA) showed that the two-factormodel including (1) Working memory and (2) Inhibition best fit the data.McDonald?s Omega coefficient was adequate for both the total parents(ω = .98). and teachers? (ω = .98) scales. In addition, low and selectiveassociations were found between performance and rater-based assessments.However, stronger associations were observed between CHEXI and academicperformance with differences according to the informant (parents vs. teachers).Finally, low correlations were found between parents and teachersreports. Taken together, our results suggest that the CHEXI is a reliablemeasure to assess EF in Argentinean Spanish-speaking children, supportingexisting evidence that proposes that ratings and performance-based measureswould assess different underlying mental constructs. Clinical and educationalimplications for considering both perspectives duringneuropsychological assessment, further including parent- and teacherratedreports are discussed.