September 10, 2025Journal of Attention Disorders

A Comparison of Commercially Available Parent and Teacher Rating Forms in the Concurrent Prediction of Executive Functioning Performance in Children

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Authors

CHChristina O. HlutkowskyPennsylvania State University KAKatherine AllPennsylvania State University ARAlexandra L. RoulePennsylvania State University

Discussion

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Implication

Observational analysis shows poor predictive ability of executive functioning ratings in children, indicating discrepancies in measurement approaches.

Key Points

Parent and teacher ratings of academic difficulty strongly correlate with working memory performance, revealing insights into executive functioning measurement.
Executive functioning indices often fail to predict outcomes as effectively as established measures of inattention and impulsivity, raising concerns about their clinical relevance.
The multi-method multi-rater approach across two samples highlights variances in questionnaire conceptualizations and their impacts on children's executive functioning predictions.
Discrepancies between executive functioning measures and established indices stress the need for improved validity among questionnaire developers in child assessments.

Cite This Study

Hlutkowsky et al. (2025) studied this question.

synapsesocial.com/papers/68c23caeb210217d6478a72f https://doi.org/10.1177/10870547251365393

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Implication

Observational analysis shows poor predictive ability of executive functioning ratings in children, indicating discrepancies in measurement approaches.

A Comparison of Commercially Available Parent and Teacher Rating Forms in the Concurrent Prediction of Executive Functioning Performance in Children

Discussion

Member takes

Implication

Key Points

Cite This Study

A Comparison of Commercially Available Parent and Teacher Rating Forms in the Concurrent Prediction of Executive Functioning Performance in Children

Discussion

Member takes

Implication

Key Points

Cite This Study

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