Files
Abstract
The purpose of the current study is to explore whether teacher reports (using the response data of the teacher reports and direct assessments to explore the factor structure of the Behavior Rating Inventory of Executive Function, Second Edition) and direct assessments (using the Early Years Toolbox) adequately measure global executive functions for socio-demographically diverse lower-level elementary school children and to undertake a preliminary investigation of whether a similar structure holds for child sex and grade. Additionally, I sought to understand the relationship between the two measures of global executive functions. Findings suggest that a single global structure of teacher reports holds for the full sample as well as for different samples while a two-factor structure of direct assessments holds for the full sample, for girls, and for each grade. Moreover, teacher reported global executive functions is significantly and moderately correlated with directly assessed global executive functions in the full sample.