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Full-Text Articles in Medicine and Health Sciences
Confirmatory Factor Analysis Of The Behavior Rating Inventory Of Executive Function (Brief) In A Clinical Sample, G. G. Gioia, P. K. Isquith, P. D. Retzlaff, K. A. Espy
Confirmatory Factor Analysis Of The Behavior Rating Inventory Of Executive Function (Brief) In A Clinical Sample, G. G. Gioia, P. K. Isquith, P. D. Retzlaff, K. A. Espy
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Evidence for the validity of the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) based on internal structure was examined in a sample of children with mixed clinical diagnoses via maximum likelihood confirmatory factor analysis. Four alternative factor models of children's executive function, based on current theories that posit a unidimensional versus fractionated model (Rabbitt, 1997; Shallice & Burgess, 1991), using the revised 9-scale BRIEF configuration that separates two components of the Monitor scale, were examined for model fit. A 3-factor structure best modeled the data when compared directly with 1-, 2-, and 4-factor models. …
Executive Functions In Preschool Children Born Preterm: Application Of Cognitive Neuroscience Paradigms, K. A. Espy, M. M. Stalets, M. D. Mcdiarmid, T. E. Senn, M. F. Cwik, A. Hamby
Executive Functions In Preschool Children Born Preterm: Application Of Cognitive Neuroscience Paradigms, K. A. Espy, M. M. Stalets, M. D. Mcdiarmid, T. E. Senn, M. F. Cwik, A. Hamby
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
Although children born preterm are at risk for neuropsychological impairments at school age and adolescence, including difficulties with visual motor integration, spatial/constructional skills, attention, arithmetic, and nonverbal executive functions, specific neuropsychological outcome has not been investigated adequately in preschoolers. Application of cognitive neuroscience tasks offers the opportunity to characterize early executive functions in young children born preterm. In a preliminary sample of 29 preschool children born preterm (M birth gestational age=32.4 weeks), executive function outcome was compared to that of fullterm controls by contrasting performance on two prototypic delayed-response-type paradigms, Delayed Alternation and Spatial Reversal. Preschoolers born preterm correctly retrieved …
"Getting Into The Mouths" Of Preschoolers: A Method For Obtaining Buccal Samples For Later Genotyping, K. A. Espy, A. F. Hamby
"Getting Into The Mouths" Of Preschoolers: A Method For Obtaining Buccal Samples For Later Genotyping, K. A. Espy, A. F. Hamby
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
A new procedure is described by which to obtain buccal samples from preschool children for research investigations that include genotyping. Called the "Lollipop Tasting Game", the procedure involves three mason jars which were filled about halfway with water. Granulated sugar was added to each jar to make a noticeably sweet solution. Red food coloring was added to the first jar, a small bit of reconstituted lemon juice and yellow food coloring were added to the second jar, and finally, a bit of vanilla and blue food coloring were added to the last jar. The examiner dips cotton swabs in the …
Individual Differences In The Development Of Executive Function In Children: Lessons From The Delayed Response And A-Not-B Tasks, K. A. Espy, P. M. Kaufmann
Individual Differences In The Development Of Executive Function In Children: Lessons From The Delayed Response And A-Not-B Tasks, K. A. Espy, P. M. Kaufmann
Developmental Cognitive Neuroscience Laboratory: Faculty and Staff Publications
An explosion of research activity in the area of attention, memory, and executive function has been noted since the mid-1980s (Lyon & Krasnegor, 1996). The bulk of this activity, however, has focused on the examination of group differences in executive skills, with less attention devoted to the manner by which individual children differ in executive skills from their peers. This chapter explores individual differences from a developmental perspective, that is, by returning to the emergence of basic executive functions and tracing the subsequent manifestations by examining the individual patterns of change. Therefore, it first reviews the history of executive function …