Executive function measurement in urban schools: Exploring links between performance‐based metrics and teacher ratings

Abstract

Abstract When compared to research centered on the executive function development of white, middle‐class children, relatively little is known about their non‐white, low socioeconomic status peers. In an effort to harmonize how executive functions are measured within under‐represented contexts, the present study addresses gaps in the evaluation of everyday executive functioning to better understand whether behavior rating scales completed by teachers (BASC2EF – BASC executive function scale, 2nd edition; BASC3EF – BASC executive function scale, 3rd edition) capture distinctions between performance‐based measures. This study includes two large samples of older, ethnic minority children from high‐poverty backgrounds (Sample 1. N = 243; Mage = 9.28 years, SDage = 0.80; nfemale = 125; nAfricanAmerican = 216, nLatinAmerican = 15, nAsianAmerican = 6; Sample 2. N = 229; Mage = 10.02 years, SDage = 1.01; nfemale = 120; nAfricanAmerican = 132, nLatinAmerican = 92, nWhite = 3, nPacificIslander = 1). Based on structural equation models testing the links between computerized performance‐based measures and the teacher rating scales, the results indicate that BASC2EF in its original form might be a good fit for some populations but there is not a strong factor structure for the current high‐poverty samples. In addition, post‐hoc analyses suggest that only including BASC2EF items also in BASC3EF or using BASC3EF is best practice for high‐poverty populations. BASC3EF seems better able to capture different components of performance‐driven tasks, whereas BASC2EF captures overall executive functioning better than individual tasks. These findings encourage continued questioning surrounding metrics used to assess everyday executive functions in older children from diverse backgrounds. Highlights This study explores whether teacher ratings of children's everyday executive functioning (using standardized behavior rating scales) capture distinctions between performance‐based measures. Results indicate that BASC2EF teacher rating scale (Karr & Garcia‐Barrera, 2017) is not a good representation of everyday executive function behaviors by children from schools in high‐poverty communities. The findings suggest that restricting BASC2EF analyses to only items included in BASC3EF (Reynolds & Kamphaus, 2015) or using BASC3EF for high‐poverty populations. BASC3EF seems better able to capture the different components of performance‐driven tasks, whereas BASC2EF captures overall executive functioning better than individual tasks.

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