Using the Comprehensive Executive Function Inventory (CEFI) to Assess Executive Function: From Theory to Application

Chapter

Abstract

Interest in measuring variables that might explain the difference between children’s ability and knowledge and their actual performance in the classroom on tests or on the playground has been of increasing interest to researchers, educators, psychologists, and mental health professionals (Goldstein & Naglieri, 2013). Increasingly, evaluators are focused upon explaining the processes and abilities that facilitate acquisition of knowledge. Interest in the mental application of human brain behavior relationships has, to a significant degree, driven interest in phenomena like executive function. Nonetheless, this concept is in a relatively early stage of development (McCloskey, Perkins, & Van Divner, 2009). As in all areas of science, what is discovered depends upon the quality of the instruments used and the information provided. Thus, as interest in executive function and its impact upon children’s development has grown, so has an interest in developing valid and reliable instruments. The better the assessment tool, the more valid and reliable decisions made, the more useful information obtained, ultimately greater benefit derived by children in need.

Keywords

Depression Doyle 

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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.University of Virginia, Curry School of EducationCharlottesvilleUSA
  2. 2.Neurology, Learning and Behavior CenterUniversity of Utah School of MedicineSalt Lake CityUSA

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