IntroductionExecutive functions (EF) refer to higher‐level cognitive control processes involved in the conscious control of action and thought, and such skills may be integral to the child's ability to successfully demonstrate adaptive behaviour in various contexts (e.g., school, home, and community). EFs have traditionally been assessed through standardized psychometric measurements administered in controlled environments [Pennington & Ozonoff, ]. Although neuropsychological or performance‐based measures provide good indicators of the fundamental cognitive components of EF at the level of individual constructs (e.g., working memory, inhibition, etc.), these traditional performance‐based tests are not always predictive of real‐world abilities [Burgess et al., ; Gardiner, Hutchison, Müller, Kerns, & Iarocci, ; Toplak, West, & Stanovich, ]. In contrast to performance‐based EF tasks, in which children solve problems in highly structured settings where the demands are clear and distractions are limited, ratings of EF in real‐life settings assess how well children are able to interpret competing social information, discern between information that is relevant and distracting, and flexibly shift from one activity to the next. Behavior rating scales therefore consider EF from a more ecological perspective, as they assess how multiple components of EF are applied across different contexts within the child's everyday activities [Kenworthy,
Autism Research – Wiley
Published: Jan 1, 2018
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