Executive Functioning Rating Scale as a Screening Tool for ADHD: Independent Validation of the BDEFS-CA

O’Brien, Amanda; Kivisto, Lynette Renee; Deasley, Shanna; Casey, Joseph E.

doi:10.1177/1087054719869834

Cited by 7 publications

(4 citation statements)

References 47 publications

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“…Regarding internal consistency, it presents a high reliability index of α = 0.94 for the total score, as well as satisfactory reliability indices in all subscales ranging between α = 0.86 and α = 0.91 ( Collado-Valero et al, 2021 ). This scale has demonstrated high correlation and validity with items measuring impulsivity, hyperactivity, and attention deficit ( Collado-Valero et al, 2021 ; Lavigne-Cerván et al, 2021 ; O’Brien et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents

Pablo-Ríos,

Navarro-Asencio,

Mateos-Gordo

et al. 2024

Front. Psychol.

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BackgroundDuring the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents.MethodThe study involved 910 students aged between 13 and 15 years (M = 14.09, SD = 0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement.ResultsThe data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables.ConclusionOur results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills.

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Section: Methodsmentioning

confidence: 99%

Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents

Pablo-Ríos,

Navarro-Asencio,

Mateos-Gordo

et al. 2024

Front. Psychol.

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“…The measure contains no explicit items that overlap with diagnostic items from DSM-5. Studies have supported the validity of scores from the BDEFS-CA as a measure of executive dysfunction (O'Brien et al, 2021). All items were included in machine learning analyses (Cronbach's α = .99).…”

Section: Adhd and Cds Symptomsmentioning

confidence: 99%

Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

Goh,

Eng,

Bansal

et al. 2024

Journal of Psychopathology and Clinical Science

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Current assessment protocols for attention-deficit/hyperactivity disorder (ADHD) focus heavily on a set of highly overlapping symptoms, with well-validated factors like cognitive disengagement syndrome (CDS), executive function (EF), age, sex, and race and ethnicity generally being ignored. Using machine learning techniques, the current study aimed to validate recent findings proposing a subset of ADHD symptoms that, together, predict ADHD diagnosis, severity, and impairment level better than the full symptom list, while also testing whether the inclusion of the factors listed above could further increase accuracy. Parents of 1,922 children (50.1% male) aged 6–17 years completed rating scales of ADHD, CDS, EF, and impairment. Results suggested nine symptoms as most important in predicting outcomes: (a) has difficulty sustaining attention in tasks or play activities; (b) does not follow through on instructions and fails to finish work; (c) avoids tasks (e.g., schoolwork, homework) that require sustained mental effort; (d) is often easily distracted; (e) has difficulty organizing tasks and activities; (f) is often forgetful in daily activities; (g) fidgets with hands or feet or squirms in seat; (h) interrupts/intrudes on others; and (i) shifts around excessively or feels restless or hemmed in. The abbreviated algorithm achieved accuracy rates that did not significantly differ compared to an algorithm comprising all 18 symptoms in predicting impairment, while also demonstrating excellent discriminative ability in predicting ADHD diagnosis. Adding CDS and EF to the abbreviated algorithm further improved the prediction of global impairment. Continued refinement of screening tools will be key to ensuring access to clinical services for youth at risk for ADHD.

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“…Sleep habits seem to play an important role in the proper maturation of the brain during childhood and early adolescence [ 10 ], and several studies have stated the relevance of the connection between the modulation of some cognitive processes and sleep disturbances [ 11 , 12 , 13 , 14 , 15 ]. These cognitive processes take part in executive functions (EFs), which can be influenced by changes in sleep habits, causing some attentional and memory difficulties, mood fluctuations, behavioral problems, and decreased school performance in youngsters [ 16 ]. Moreover, upon the outbreak of the COVID-19 pandemic, the number of children and adolescents presenting emotional and behavioral problems has significantly increased [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…The stress and worry associated with anxiety can lead to difficulties in falling asleep, staying asleep, or experiencing restorative sleep. Additionally, sleep disorders can negatively affect executive functions, leading to attention, memory, and emotional self-regulation difficulties in children and adolescents [ 16 ]. This vicious cycle between anxiety, sleep disorders, and executive functions can have a significant impact on mental health and well-being in youth.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Emotional Regulation and Cognitive Flexibility on Sleep Habits in Spanish Children and Adolescents through the Lens of Parents

et al. 2023

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Background: Previous research studies have suggested the importance of studying the relationship between emotional regulation and sleep habits. Some investigations have especially focused on how emotional regulation could impact sleep habits in children and adolescents. Therefore, these researchers have stated there exists a two-way direction in this relationship. Objective: This study aimed to analyze the influence of emotional regulation on sleep habits in Spanish children and adolescents and the mediating role of anxiety in this relationship. Method: Participants were 953 Spanish parents who completed the assessment protocol according to their children and adolescents’ information. Results: The results revealed moderate–strong correlations between emotional regulation problems and sleep habit disturbances (r = 0.375, p < 0.001), trait (r = 0.488, p < 0.001) anxiety, and state (r = 0.589, p < 0.001) anxiety. Additionally, emotional regulation showed a direct impact on sleep habits (β = 0.011, p = 0.005). Trait and state anxiety demonstrated a significant mediating role in the relationship between emotional regulation and sleep habits. Conclusions: Emotional regulation may have an impact on sleep habits during childhood and adolescence, suggesting the importance of early intervention focused on the emotions management and the prevention of sleep habit disturbances.

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Executive Functioning Rating Scale as a Screening Tool for ADHD: Independent Validation of the BDEFS-CA

Cited by 7 publications

References 47 publications

Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents

Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents

Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

The Influence of Emotional Regulation and Cognitive Flexibility on Sleep Habits in Spanish Children and Adolescents through the Lens of Parents

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