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

• Giménez de la Peña, Almudena ^[1] ; López-Zamora, Miguel ^[1] ; Vila Chaves, Oscar ^[2] ; Sánchez, Auxiliadora ; Thorell, Lisa B. ^[3]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
  3. [3] Department of Clinical Neuroscience, Karolinska Institutet, Solna (Sweden)

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• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 38, Nº. 1, 2022, págs. 101-109
• Idioma: inglés
• DOI: 10.6018/analesps.453171
• Títulos paralelos:
  • Fiabilidad y validez de la versión española del "Childhood Executive Fun-ctioning Inventory" (CHEXI)
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    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.

  • English

    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.

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