Journal
PSYCHOLOGICAL ASSESSMENT
Volume 18, Issue 4, Pages 373-381Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/1040-3590.18.4.373
Keywords
executive function; cognitive assessment; preschoolers; hierarchical linear modeling
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Funding
- NICHD NIH HHS [P01 HD038051-06] Funding Source: Medline
- NIDA NIH HHS [R01 DA014661] Funding Source: Medline
- NIMH NIH HHS [R01 MH065668] Funding Source: Medline
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Although several neurodevelopmental and psychiatric disorders can emerge during the preschool period, there are comparatively few instruments to assess executive control. Evidence for validity of the Shape School (K. A. Espy, 1997) was examined in a sample of 219 typically developing young children. There was good evidence for validity, as Shape School performance variables were interrelated and were associated to other criterion measures considered to measure aspects of executive control. Also suggesting validity, the Shape School variables varied as a function of whether the task demands (a) were executive, (b) required inhibition of a prepotent response or context-controlled selection among relevant stimulus-response sets, and (c) included unitary or concurrent processing. The Shape School may be an effective tool by which to measure executive control in young children who have atypical developmental patterns.
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