Validation of the Spanish version of the Childhood Executive Functioning Inventory (CHEXI) in 4-5 year-old children

Background: The Childhood Executive Functioning Inventory (CHEXI) was designed to identify EF deficits in daily life contexts. The aim of the present study was to validate the Spanish version of the CHEXI in 4-5-year-old children. Method: Parents’ ratings of the CHEXI and laboratory tests of EF were investigated in two large samples of 445 children aged 4 years (196 girls, 249 boys) and 459 children aged 5 years (208 girls, 251 boys). CHEXI ratings were collected again after one-year. Results: The two-factor structure of the CHEXI (i.e., Working Memory and Inhibition) was replicated, showing high internal consistency and temporal stability. The 4-year-olds were reported to have higher EF deficits than 5-year-olds have. Boys were rated as having higher EF deficits than girls were. However, gender differences were not significant contrasting performance on EF tasks. Finally, associations between CHEXI ratings and EF tests were weak, suggesting that EF tests and EF ratings capture different aspects of EF. Conclusions: The Spanish CHEXI provides a suitable instrument to assess EF in 4-5-year-old children. Contexto: El Childhood Executive Functioning Inventory (CHEXI) se diseñó para detectar déficit de Funciones Ejecutivas (FE) en contextos de la vida diaria. El propósito del presente estudio era validar la versión española del CHEXI para niños de 4 y 5 años. Método: Se obtuvieron las valoraciones de los padres y las puntuaciones en test de laboratorio en una muestra de 445 niños de 4 años (196 niñas, 249niños) y otra de 459 niños de 5 años (208 niñas, 251 niños). Un año más tarde se volvieron a recoger las valoraciones de los padres en CHEXI. Resultados: Se replicó la estructura de dos factores de CHEXI (Memoria de Trabajo e Inhibición), obteniendo una alta consistencia interna y estabilidad temporal. Los niños de 4 años eran valorados con mayor déficit en FE que los niños de 5 años. Los niños alcanzaban puntuaciones más elevadas de déficit de FE. Sin embargo, no aparecieron diferencias significativas de género en las pruebas conductuales. Finalmente, se encontró una baja asociación entre las valoraciones de CHEXI y las puntuaciones de las pruebas conductuales. Este resultado sugiere que los inventarios y las medidas conductuales evalúan diferentes aspectos de las FE. Conclusiones: La versión española de CHEXI ofrece un instrumento válido para evaluar las FE en niños de 4 y 5 años.

A-110 Post-Traumatic Growth in Relation to Quality of Life in Individuals with Moderate/Severe Traumatic Brain Injury

Objective Post-traumatic growth (PTG) is known to benefit individuals in recovery from traumatic brain injury (TBI) as they process and reframe personal losses. The purpose of this study was to assess the relationship of PTG with different domains of quality of life (QOL) in individuals following TBI. Method Fifteen adults (8 M, 7 F; mean age 31; 4 yrs post moderate/severe TBI) composed a personal statement for 3 minutes. Raters identified references to TBI and PTG in patients’ writing samples. Patients completed the Neurobehavioral Functioning Inventory (NFI) to assess physical, cognitive, and emotional/behavioral functioning, as well as the QOL Inventory to assess importance of, and satisfaction with, various domains of personal functioning. Results of independent samples t-tests (p < 0.05 and/or Cohen’s d > 0.80) are reported. Results Patients scored in the average range on the NFI. Seven of the 15 patients opted to address PTG, and the same seven individuals also wrote about their TBI. Those who addressed these topics reported higher educational level and longer loss of consciousness following TBI. Demonstrating large effect sizes, results revealed individuals endorsing PTG had higher QOL in domains involving productivity and agency (work, helping, play, creativity), whereas those not endorsing PTG had higher QOL in social domains (children, neighbors, community). Total QOL and other domains (e.g., health, money, love) did not differ between groups. Conclusions Results suggest that benefits of accepting and growing as a result of one’s brain injury include active self-development and contributions to society. Neurorehabilitation should encourage productivity as a means of enhancing PTG.

A-160 Understanding the Validity of the Digit Span Sequencing Task: A Least Executive Demand Model

Objective This study aimed to explore the patterns of Longest Digit Span from the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), including understanding the newest sequencing condition. While there is a large body of research discriminating the cognitive demands of the forward and backward conditions, there is less literature devoted to the cognitive underpinnings of the sequencing task, and no studies looking at the applicability of this task with children. Patterns observed clinically on these conditions have suggested that the sequencing condition may involve less executive demand than the backwards condition (Least Executive Demand model). Therefore, it was predicted that Longest Digit Span Backwards (LDSB) would predict the most amount of variance in Working Memory scores on the Comprehensive Executive Functioning Inventory (CEFI). Method Hierarchal multiple regression analysis controlling for FSIQ was completed utilizing an archival database (n = 38) of children and adolescences (ages 6–15) referred to a university-based neuropsychological assessment clinic. Results Longest digit span scores were not significant predictors of Working Memory scores on the CEFI [F (4, 27) =1.746, p = .169]. However, digit span capacity was weakly predictive of CEFI Attention scores [F (4, 27) = 2.818, p < .05; R2 = .295]; with sequencing capacity as the only significant predictor (beta = .62, p < .05). Conclusions While there was no evidence that working memory capacity predicts real world working memory skills, there was evidence that digit sequencing capacity is predictive of parent reported attentional difficulties. Poor performance on DSS in children may be due to difficulties concentrating, sustaining attention or with avoiding distractions.