Propiedades Psicométricas de la Versión Española del Cuestionario CHEXI de Funcionamiento Ejecutivo en Niños Preescolares

  1. Pedro Ángel Latorre-Román 1
  2. Mireya Palomero-Ramirez 1
  3. Lourdes Cañizares-Ortega 1
  4. Carmen Latorre-Sevilla 1
  5. Jesús Salas-Sánchez 2
  6. Manuel Pulido-Martos 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Revista iberoamericana de diagnóstico y evaluación psicológica

ISSN: 1135-3848,  2183-6051

Año de publicación: 2023

Volumen: 2

Número: 68

Páginas: 5-16

Tipo: Artículo

DOI: 10.21865/RIDEP68.2.01 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista iberoamericana de diagnóstico y evaluación psicológica

Resumen

El objetivo del estudio fue analizar las propiedades psicométricas del CHEXI en población preescolar española, además de relacionar los resultados del test con algunas variables sociodemográficas como el sexo o la edad. Participaron 173 niños (3 a 6 años), de diferentes colegios del sur de España. La escala CHEXI ha mostrado buena consistencia interna (Omega jerárquico=.85). El CHEXI muestra adecuada fiabilidad test-retest con unos coeficientes de correlación intraclase de CCI=.930 (95% de intervalo de confianza: .856-.966) para el trabajo de memoria, y de CCI=.933 (intervalo de confianza al 95%: .863-.967), para la inhibición. El análisis de validez convergente con el BRIEF-P arroja correlaciones significativas entre los diferentes factores de ambos test. Finalmente, los niños muestran una puntuación superior a niñas en trabajo de memoria, inhibición y control emocional. En conclusión, los análisis de la versión española del CHEXI adaptado a la población preescolar muestran unas adecuadas propiedades psicométricas del instrumento.

Referencias bibliográficas

  • Ackerman, D. J., & Friedman‐Krauss, A. H. (2017). Preschoolers’ executive function: Importance, contributors, research needs and assessment options. ETS Research Report Series, 2017(1), 1-24. https://doi.org/10.1002/ets2.12148
  • Amukune, S., & Józsa, K. (2021). The Childhood Executive Functioning Inventory (CHEXI): Psychometric properties and association with academic achievement in Kenyan first graders. Journal of Psychological and Educational Research, 29(1), 154-176.
  • Arslan Çiftçi, H., Uyanık, G., & Acar, İ. (2020). Çocukluk Dönemi Yürütücü İşlevler Envanteri Türkçe Formunun 48-72 aylık çocuklar için geçerlik ve güvenirlik çalışması. Journal of Early Childhood Studies, 4(3), 762-787. http://dx.doi.org/10.24130/eccdjecs.1967202043260
  • Barkley, R. A. (1997). ADHD and the nature of self-control. Guilford Press.
  • Bentler, P. M. (1995). EQS Structural Equations Program Manual. Multivariate Software, Inc.
  • Blair, C., Zelazo, P. D., & Greenberg, M. T. (Eds.). (2016). Measurement of executive function in early childhood: A special issue of developmental neuropsychology. Psychology Press. https://doi.org/10.4324/9780203764244
  • Camerota, M., Willoughby, M. T., Kuhn, L. J., & Blair, C. B. (2018). The Childhood Executive Functioning Inventory (CHEXI): Factor structure, measurement invariance, and correlates in US preschoolers. Child Neuropsychology, 24(3), 322-337. https://doi.org/10.1080/09297049.2016.1247795
  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595-616. https://doi.org/10.1207/s15326942dn2802_3
  • Catale, C., Lejeune, C., Merbah, S., & Meulemans, T. (2013). French adaptation of the Childhood Executive Functioning Inventory (CHEXI): Confirmatory factor analysis in a sample of young French-speaking Belgian children. European Journal of Psychological Assessment, 29(2), 149-155. https://doi.org/10.1027/1015-5759/a000141
  • Catale, C., Meulemans, T., & Thorell, L. B. (2015). The Childhood Executive Function Inventory: Confirmatory factor analyses and crosscultural clinical validity in a sample of 8- to 11year-old children. Journal of Attention Disorders, 19(6), 489-495. https://doi.org/10.1177/108705471247091
  • Chen, F. F., West, S. G., & Sousa, K. H. (2006). A comparison of bifactor and second-order models of quality of life. Multivariate Behavioral Research, 41(2), 189-225. https://doi.org/10.1207/s15327906mbr4102_5
  • Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70-95). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195169539.003.0006
  • Dias, N. M., Trevisan, B. T., León, C. B. R., Prust, A. P., & Seabra, A. G. (2017). Can executive functions predict behavior in preschool children? Psychology & Neuroscience, 10(4), 383. https://doi.org/10.1037/pne0000104
  • Duncan J., Emslie H., Williams P., Johnson R., & Freer C. (1996). Intelligence and the frontal lobe: The organization of goal-directed behavior. Cognitive Psychology, 30, 257-303. http://dx.doi.org/10.1006/cogp.1996.0008
  • Fernández, T. G., Castro, P. G., Areces, D., Cueli, M., & Pérez, C. R. (2014). Funciones ejecutivas en niños y adolescentes: Implicaciones del tipo de medidas de evaluación empleadas para su validez en contextos clínicos y educativos. Papeles del Psicólogo, 35(3), 215-223.
  • García, T., Álvarez-García, D., Areces, D., Segurola, L., González-Castro, P., & Rodríguez, C. (2018). Características psicométricas de la Escala de Funcionamiento Ejecutivo para Familias (EFE-F). Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 2(47), 71-82.
  • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60. https://doi.org/10.1037/0033-2909.134.1.31
  • Giménez, A., López-Zamora, M., Vila, O., Sánchez, A., & Thorell, L. B. (2022). Validation of the Spanish version of the Childhood Executive Functioning Inventory (CHEXI) in 4-5 year-old children. Anales de Psicología, 38(1), 101-109. https://dx.doi.org/10.6018/analesps.453171.
  • Gioia, G. A., Andrwes, K., & Isquith, P. K. (1996). Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). Psychological Assessment Resources.
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Test review behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235-238. https://doi.org/10.1177/0829573518797762
  • Golshan, F., Soltani, A., & Afarinesh, M. R. (2019). The study of executive function domains in children with high-functioning autism. Learning and Motivation, 67, 101578. https://doi.org/10.1016/j.lmot.2019.101578
  • González Osornio, M. G., & Ostrosky, F. (2012). Estructura de las funciones ejecutivas en la edad preescolar. Acta de Investigación Psicológica, 2(1), 509-520.
  • Gutierrez, M., Arán Filippetti, V., & Lemos, V. (2021). The childhood executive functioning inventory (CHEXI) parent and teacher form: Factor structure and cognitive correlates in Spanish-speaking children from Argentina. Developmental Neuropsychology, 46(2), 136148. https://doi.org/10.1080/87565641.2021.1878175
  • Hendry, A., & Holmboe, K. (2021). Development and validation of the Early Executive Functions Questionnaire: A carer‐administered measure of Executive Functions suitable for 9to 30‐month‐olds. Infancy, 26(6), 932-961. https://doi.org/10.1111/infa.12431
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool‐aged children. Mental Retardation and Developmental Disabilities Research Reviews, 11(3), 209-215. https://doi.org/10.1002/mrdd.20075
  • Isquith, P. K., Roth, R. M., & Gioia, G. (2013). Contribution of rating scales to the assessment of executive functions. Applied Neuropsychology: Child, 2(2), 125-132. https://doi.org/10.1080/21622965.2013.748389
  • Kao, K., Nayak, S., Doan, S. N., & Tarullo, A. R. (2018). Relations between parent EF and child EF: The role of socioeconomic status and parenting on executive functioning in early childhood. Translational Issues in Psychological Science, 4(2), 122. https://doi.org/10.1037/tps0000154
  • Korucu, I., Litkowski, E., Purpura, D. J., & Schmitt, S. A. (2020). Parental executive function as a predictor of parenting practices and children’s executive function. Infant and Child Development, 29(1), e2152. https://doi.org/10.1002/icd.2152
  • Latorre-Román, Llorisogallar, Salas-Sánchez, & García-Pinillos. (2019). Asociación entre función ejecutiva, madurez intelectual y condición física en niños preescolares. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 20(79), 471485. https://doi.org/10.15366/rimcafd2020.79.006
  • Lerner, M. D., & Lonigan, C. J. (2014). Executive function among preschool children: Unitary versus distinct abilities. Journal of Psychopathology and Behavioral Assessment, 36(4), 626-639. https://doi.org/10.1007/s10862-014-9424-3
  • Lehto, J., Juujärvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 5980. https://doi.org/10.1348/026151003321164627
  • McDonald, R. P. (1999). Test theory: A unified treatment. Lawrence Erlbaum Associates Publishers.
  • Mileva-Seitz, V. R., Ghassabian, A., BakermansKranenburg, M. J., van den Brink, J. D., Linting, M., Jaddoe, V. W. V, Hofman, A., Verhulst, F. C., Tiemeier, H., & Van IJzendoorn, M. H. (2015). Are boys more sensitive to sensitivity? Parenting and executive function in preschoolers. Journal of Experimental Child Psychology, 130, 193-208. https://doi.org/10.1016/j.jecp.2014.08.008
  • Molina, A. G., Ustárroz, J. T., & Rovira, T. R. (2007). Validez ecológica en la exploración de las funciones ejecutivas. Anales de Psicología/Annals of Psychology, 23(2), 289299.
  • Monette, S., Bigras, M., & Lafrenière, M.-A. (2015). Structure of executive functions in typically developing kindergarteners. Journal of Experimental Child Psychology, 140, 120139. https://doi.org/10.1016/j.jecp.2015.07.005
  • Musso, M. (2009). Evaluación de funciones ejecutivas en niños: Análisis y adaptación de pruebas en un contexto escolar. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 1(27), 157-178.
  • Niemand, T., & Mai, R. (2018). Flexible cutoff values for fit indices in the evaluation of structural equation models. Journal of the Academy of Marketing Science, 46(6), 11481172. https://doi.org/10.1007/s11747-018-0602-9
  • Nilsen, E. S., Huyder, V., McAuley, T., & Liebermann, D. (2017). Ratings of Everyday Executive Functioning (REEF): A parentreport measure of preschoolers’ executive functioning skills. Psychological Assessment, 29(1), 50. https://doi.org/10.1037/pas0000308
  • Ramos-Galarza, C., Jadán-Guerrero, J., & GómezGarcía, A. (2018). Relación entre el rendimiento académico y el autorreporte del funcionamiento ejecutivo de adolescentes ecuatorianos. Avances en Psicología Latinoamericana, 36(2), 405-417. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.5481
  • Reise, S. P., Bonifay, W. E., & Haviland, M. G. (2013). Scoring and modeling psychological measures in the presence of multidimensionality. Journal of Personality Assessment, 95(2), 129-140. https://doi.org/10.1080/00223891.2012.7254
  • Rodriguez, A., Reise, S., & Haviland, M. (2016). Evaluating bifactor models: Calculating and interpreting statistical indices. Psychological Methods, 21(2), 137-150. https://doi.org/10.1037/met0000045
  • Romero-Lopez, M., Benavides-Nieto, A., Villena, M., & Quesada-Conde. A. (2016). Diferencias de género en las funciones ejecutivas en el tercer curso de educación infantil. En J. Castejón (Presidencia), Psicología y educación: Presente y futuro (pp. 844-851). Asociación Científica de Psicología y Educación.
  • St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854
  • Thorell, L. B., & Catale, C. (2014). The assessment of executive functioning using the Childhood Executive Functioning Inventory (CHEXI). In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 359-366). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-8106-5_20
  • Thorell, L. B., & Nyberg, L. (2008). The Childhood Executive Functioning Inventory (CHEXI): A new rating instrument for parents and teachers. Developmental Neuropsychology, 33(4), 536-552. https://doi.org/10.1080/87565640802101516
  • Thorell, L. B., Veleiro, A., Siu, A. F. Y., & Mohammadi, H. (2013). Examining the relation between ratings of executive functioning and academic achievement: Findings from a cross-cultural study. Child Neuropsychology, 19(6), 630–638. https://doi.org/10.1080/09297049.2012.727792
  • Tonietti, B., Martins, N., de Almeida, A., & Gotuzo, A. (2017). Childhood Executive Functioning Inventory: Adaptação e propriedades psicométricas da versão brasileira. Psico-USF, 22, 63-74. http://dx.doi.org/10.1590/1413-82712017220106
  • Trevisan, B. T., Dias, N. M., Berberian, A. de A., & Seabra, A. G. (2017). Childhood executive functioning inventory: Adaptação e propriedades psicométricas da versão Brasileira. Psico-USF, 22, 63-74.
  • Vugs, B., Hendriks, M., Cuperus, J., & Verhoeven, L. (2014). Working memory performance and executive function behaviors in young children with SLI. Research in Developmental Disabilities, 35(1), 62-74. https://doi.org/10.1016/j.ridd.2013.10.022
  • Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44(2), 575. https://doi.org/10.1037/0012-1649.44.2.575
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354360.
Fuente de los datos: Dialnet