Comparing parent and teacher reports of children's everyday executive functioning behavior: A validation study of the Russian language version of CHEXI

Abstract

Comprehensive assessment of children's executive functioning requires integrating real-world measures with neuropsychological testing. This paper describes the first psychometric validation of the Russian language Childhood Executive Functioning Inventory (CHEXI) for 6- to 7-year-old children, examining 720 teacher reports and 447 parent reports. Psychometric analysis revealed satisfactory reliability for both informant groups, while teacher reports demonstrated a superior internal consistency (α = 0.89-0.96 vs. 0.73-0.89 for parents). Interrater reliability was consistently poor across all scales (ICC < 0.50), reflecting fundamental context-dependency when assessing EF skills in children. Teacher reports showed stronger criterion validity, particularly for NEPSY-II working memory scores, while parent reports emphasized difficulties in regulation and inhibition domains. Structural validity varied between groups, with teacher data fitting a more nuanced four-factor model and parent data conforming to a two-factor structure. These systematic informant discrepancies align with situational specificity concept and cross-cultural research patterns, underscoring the complementary nature of parent and teacher perspectives. The Russian language version of CHEXI demonstrates adequate psychometric properties for research and clinical use with 6- to 7-year-old children.

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