Delis-Kaplan Executive Functions System, by D. C. Delis, E. Kaplan, and J. H. Kramer. 2001. San Antonio, Texas: The Psychological Corporation. $415.00 + $40.00 shipping (Complete Kit), $520.00 + $40.00 shipping (Complete Kit with Scoring Software).

Schmidt, Michael M.

doi:10.1017/s1355617703230162

Cited by 16 publications

(4 citation statements)

References 22 publications

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“…In the original selection of a nested factor model, the decision to drop the inhibition-specific factor was guided by low loadings onto this factor in the context of a bifactor model (Friedman et al, 2008). Considering the low reliability (Baggetta & Alexander, 2016; Schmidt, 2003) and low inter-test correlations often observed for executive function tests (Willoughby et al, 2014), the manifest variables included in the re-analysis could have had limited construct variance related to the factor(s) on which they loaded (Müller & Kerns, 2015). In turn, during the re-analysis effort, there may be insufficient construct-specific variance in the data for many of the models to properly converge.…”

Section: Discussionmentioning

confidence: 99%

The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.

Karr

Areshenkoff

Rast

et al. 2018

Psychological Bulletin

440

433

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Confirmatory factor analysis (CFA) has been frequently applied to executive function measurement since first used to identify a three-factor model of inhibition, updating, and shifting; however, subsequent CFAs have supported inconsistent models across the life span, ranging from unidimensional to nested-factor models (i.e., bifactor without inhibition). This systematic review summarized CFAs on performance-based tests of executive functions and reanalyzed summary data to identify best-fitting models. Eligible CFAs involved 46 samples ( = 9,756). The most frequently accepted models varied by age (i.e., preschool = one/two-factor; school-age = three-factor; adolescent/adult = three/nested-factor; older adult = two/three-factor), and most often included updating/working memory, inhibition, and shifting factors. A bootstrap reanalysis simulated 5,000 samples from 21 correlation matrices (11 child/adolescent; 10 adult) from studies including the three most common factors, fitting seven competing models. Model results were summarized as the mean percent accepted (i.e., average rate at which models converged and met fit thresholds: CFI ≥ .90/RMSEA ≤ .08) and mean percent selected (i.e., average rate at which a model showed superior fit to other models: ΔCFI ≥ .005/.010/ΔRMSEA ≤ -.010/-.015). No model consistently converged and met fit criteria in all samples. Among adult samples, the nested-factor was accepted (41-42%) and selected (8-30%) most often. Among child/adolescent samples, the unidimensional model was accepted (32-36%) and selected (21-53%) most often, with some support for two-factor models without a differentiated shifting factor. Results show some evidence for greater unidimensionality of executive function among child/adolescent samples and both unity and diversity among adult samples. However, low rates of model acceptance/selection suggest possible bias toward the publication of well-fitting but potentially nonreplicable models with underpowered samples. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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Section: Discussionmentioning

confidence: 99%

The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.

Karr

Areshenkoff

Rast

et al. 2018

Psychological Bulletin

440

433

View full text Add to dashboard Cite

show abstract

“…Considering some concerns regarding the psychometric properties of the design fluency test (e.g. Schmidt, 2003), the results of this study should be replicated in future research using multiple tests measuring executive functions. This research will increase our knowledge regarding the effectiveness of cognitively enriched interventions in physical education.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 97%

Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education

Kolovelonis

Γούδας

2022

European Physical Education Review

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This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and fifth-grade students (75 boys, 69 girls) from four elementary schools. A four-group, repeated measures, cross-over quasi-experimental design was used in this acute experiment including a physical education session. One fourth- and one fifth-grade class from each school were randomly assigned to Group 1 with cognitively challenging physical activity games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 (waiting-list control group) with cognitively challenging physical activity games after the post-test. Pre- and post-test measures for executive functions and a post-test measure for situational interest were included. Group 1 students, who were involved in cognitively challenging physical activity games, improved their scores in the executive functions more than students who participated in the sessions with soccer or track and field skills and waiting-list control group students. The positive effects on students’ executive functions were replicated when the cognitively challenging physical activity games session was implemented in the waiting-list control group. Some improvements on executive functions for students who participated in the soccer skills session were found. Students who played the cognitively challenging physical activity games reported higher scores on novelty compared to students in the soccer or track and field groups. These results support the effectiveness of the cognitive challenging physical activity games for triggering students’ executive functions in physical education.

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“…As highlighted by McFarland (2020) , the D-KEFS tests were not designed to test discrete latent variables. The D-KEFS tests were selected or modified for inclusion in the battery based on clinical expertise about tests that are sensitive to the type of executive impairment commonly observed in individuals with brain disorders ( Lezak et al, 2012 ), despite concerns regarding the reliability or validity of some of the tests ( Crawford et al, 2008 ; Schmidt, 2003 ). Furthermore, the 16 main achievement scores described in the technical manual are not intended to measure distinct executive function constructs, but are assumed to each be influenced by a range of executive processes ( Delis et al, 2001 , 2004 ).…”

Section: Discussionmentioning

confidence: 99%

Investigating the Latent Structure of Executive Function in the Delis–Kaplan Executive Function System Using Cattell–Horn–Carroll Theory

et al. 2023

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Objective: To replicate a seven-factor model previously reported for the Delis–Kaplan Executive Function System (D-KEFS). Method: This study used the D-KEFS standardization sample including 1,750 non-clinical participants. Several seven-factor models previously reported for the D-KEFS were re-evaluated using confirmatory factor analysis (CFA). Previously published bi-factor models were also tested. These models were compared with a three-factor a priori model based on Cattell–Horn–Carroll (CHC) theory. Measurement invariance was examined across three age cohorts. Results: All previously reported models failed to converge when tested with CFA. None of the bi-factor models converged after large numbers of iterations, suggesting that bi-factor models are ill-suited to represent the D-KEFS scores as reported in the test manual. Although poor fit was initially observed for the three-factor CHC model, inspection of modification indices showed potential for improvement by including method effects via correlated residuals for scores derived from similar tests. The final CHC model showed good to excellent fit and strong metric measurement invariance across the three age cohorts with minor exceptions for a subset of Fluency parameters. Conclusions: CHC theory extends to the D-KEFS, supporting findings from previous studies that executive functions can be integrated into CHC theory.

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Delis-Kaplan Executive Functions System, by D. C. Delis, E. Kaplan, and J. H. Kramer. 2001. San Antonio, Texas: The Psychological Corporation. $415.00 + $40.00 shipping (Complete Kit), $520.00 + $40.00 shipping (Complete Kit with Scoring Software).

Cited by 16 publications

References 22 publications

The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.

The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies.

Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education

Investigating the Latent Structure of Executive Function in the Delis–Kaplan Executive Function System Using Cattell–Horn–Carroll Theory

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