Relevant bibliographies by topics / Questionnaire for the assessment of Executive Function

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Academic literature on the topic 'Questionnaire for the assessment of Executive Function'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Questionnaire for the assessment of Executive Function"

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Harahap, Herpan Syafii, and Yanna Indrayana. "Obstructive Sleep Apnea Risk Level Affect Executive Function Rather than Attention." Jurnal Kesehatan Masyarakat 14, no. 2 (November 5, 2018): 272–78. http://dx.doi.org/10.15294/kemas.v14i2.14685.

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Obstructive sleep apnea (OSA) is a kind of sleep disorders which is associated with cognitive impairment, either independently or by its strong association with metabolic syndrome. OSA affected attention and executive functions. Since the diagnosis of OSA had limitation, the assessment of OSA risk level by using STOP-BANG Questionnaire instrument in common population is important. This was a cross-sectional study aimed to investigate the effect of OSA risk level determined based on STOP-BANG Questionnaire score to attention and executive functions in 82 subjects. The demographic and clinical characteristics data obtained were age, gender, level of education, hypertension, body mass index (BMI), neck circumference, OSA risk level, and attention and executive functions. Attention function was assessed by using Forward Digit Span and Trailmaking Test A (TMT-A) instruments, while executive function was assessed by using Backward Digit Span and Verbal Fluency Test instruments. The demographic and clinical characteristics data showed significant higher proportion of male gender, large neck circumference, and hypertension in high risk OSA group. The OSA risk level significantly impaired the executive function but did not impaired attention function.
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Chevignard, Mathilde P., Cathy Catroppa, Jane Galvin, and Vicki Anderson. "Development and Evaluation of an Ecological Task to Assess Executive Functioning Post Childhood TBI: The Children's Cooking Task." Brain Impairment 11, no. 2 (September 1, 2010): 125–43. http://dx.doi.org/10.1375/brim.11.2.125.

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AbstractPurpose:Traumatic brain injury (TBI) often leads to executive functions deficits, which may be responsible for severe and longstanding disabilities in everyday activities. Sensitivity and ecological validity of neuropsychological tests of executive functions have been questioned. The aims of this study were to pilot an ecological open-ended assessment of executive functions in children, the ‘Children's Cooking Task’ (CCT), specifically to report its reliability, discriminant validity and concurrent validity.Methods:Twenty-five children with mild (n= 10) or moderate-to-severe TBI (n= 15), and 21 matched controls (aged 8 to 20 years) participated in the study. An open-ended cooking task was designed to test multi-tasking abilities. It required the preparation of two simple recipes using specific instructions. Outcome measures included the number of errors and an overall qualitative analysis of the task. Validating measures of executive functions included the Delis Kaplan Executive Function System, the Six-Part Test and two questionnaires completed by the child's primary care-giver: the Behavior Rating Inventory of Executive Function and the Dysexecutive Questionnaire for Children.Results:Internal consistency of the Children's Cooking Task was high (Cronbach's alpha = .86), as was test–retest reliability (ICC = .89). Children with moderate-to-severe TBI, as well as children with mild TBI made significantly more errors in the Children's Cooking Task in comparison to controls (p< .001). The CCT was correlated with several tests and one questionnaire of executive functioning (Trails, verbal fluency, sorting, 20 questions, Dysexecutive Questionnaire).Discussion and Conclusion:The Children's Cooking Task has good interrater and test–retest reliability, as well as good discriminant and concurrent validity.
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Barrios-Fernandez, Sabina, Margarita Gozalo, Maria Amado-Fuentes, Jorge Carlos-Vivas, and Andres Garcia-Gomez. "A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children." Children 8, no. 9 (September 11, 2021): 799. http://dx.doi.org/10.3390/children8090799.

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Executive function (EF) is a group of processes that allow individuals to be goal-oriented and to have adaptive functioning, so that adequate performance is essential for success in activities of daily living, at school and in other activities. The present study aims to create a short version of the Executive Functioning Questionnaire (EFECO) since there is a gap in the Spanish literature due to the lack of behavioural observation questionnaires at school age. A total of 3926 participants completed the online questionnaire. Subsequently, the validity and reliability of the data are analysed. The results show that the short version of the questionnaire, the EFECO-S, has a structure with five dimensions (emotional self-control, initiation, working memory, inhibition, and spatial organisation), as well as a second-order factor (global executive skill) and high reliability (ordinal Alpha = 0.68–0.88). The EFECO is composed of 67 items, while the EFECO-S has 20 items, four per factor, which turns it into a quick and easy to apply test. Therefore, it becomes an interesting alternative to be applied in screening processes with children who may be experiencing executive difficulties.
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Escolano-Pérez, Elena, Rita Pilar Romero-Galisteo, Jairo Rodríguez-Medina, and Pablo Gálvez-Ruiz. "Executive function assessment: Adaptation of the Amsterdam executive function inventory using Spanish first-year university students from two knowledge areas." PLOS ONE 17, no. 8 (August 19, 2022): e0272802. http://dx.doi.org/10.1371/journal.pone.0272802.

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Objective Many university students have difficulties in adapting to autonomous learning due to executive functioning deficits. In the Spanish university context, there is a lack of reliable validated instruments for the evaluation of executive functioning. In this sense, the aim of this research is to present the process of adaptation and validation of the Amsterdam Executive Function Inventory (AEFI) for the evaluation of executive functioning in the Spanish context. Methods This study integrates two sequential processes: questionnaire translation and back-translation, and evaluation of the psychometric properties (exploratory and confirmatory factor analysis were conducted), reliability, validity and multigroup analysis to identify factorial invariance. An online questionnaire was used for data collection and R package lavaan software was administered to a sample of 519 first-year university students (270 females and 249 males). Results The exploratory factor analysis evidenced an interna structure of three factors with adequate internal consistency (Cronbach’s alpha higher than 0.70), endorsed in the confirmatory factor analysis that indicated an adequate goodness-of-fit-indexes for the model. The composite reliability showed values between 0.74 and 0.82, and the convergent (average variance extracted values ranged from 0.50 to 0.61) and discriminant validity were adequate. A multigroup-analysis showed the invariance factorial through the difference in the RMSEA, CFI and TLI index, performed both in the model comparison according to gender and academic disciplines. Conclusion The AEFI adapted for Spanish has practical implications for the management of university students, as it can facilitate the improvement of university policies designed to foster the development of executive functions, specifically in first-year students.
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Bulzacka, Ewa, Jeanne Vilain, Franck Schürhoff, Alexandre Méary, Marion Leboyer, and Andrei Szöke. "A self administered executive functions ecological questionnaire (the Behavior Rating Inventory of Executive Function - Adult Version) shows impaired scores in a sample of patients with schizophrenia." Mental Illness 5, no. 1 (September 16, 2013): 4. http://dx.doi.org/10.4081/mi.2013.e4.

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Subjective measurements of cognition have seldom been used in schizophrenia. This is mainly due to the assumption that such measurements lack sensitivity in a disorder characterized by poor insight. We investigated the capacity of BRIEF-A (Behavior Rating Inventory of Executive Function - Adult Version: a self-administered, ecological questionnaire) to identify executive deficits in adults with schizophrenia. The global score and each domain-specific score was significantly lower in patients than in healthy controls. BRIEF-A could be a useful complement to objective measurements, providing a subjective assessment of everyday consequences of executive dysfunction in patients with schizophrenia.
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Bulzacka, Ewa, Jeanne Vilain, Franck Schürhoff, Alexandre Méary, Marion Leboyer, and Andrei Szöke. "A self administered executive functions ecological questionnaire (the Behavior Rating Inventory of Executive Function - Adult Version) shows impaired scores in a sample of patients with schizophrenia." Mental Illness 5, no. 1 (February 11, 2013): 14–16. http://dx.doi.org/10.1108/mi.2013.e4.

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Subjective measurements of cognition have seldom been used in schizophrenia. This is mainly due to the assumption that such measurements lack sensitivity in a disorder characterized by poor insight. We investigated the capacity of BRIEF-A (Behavior Rating Inventory of Executive Function - Adult Version: a self-administered, ecological questionnaire) to identify executive deficits in adults with schizophrenia. The global score and each domain-specific score was significantly lower in patients than in healthy controls. BRIEF-A could be a useful complement to objective measurements, providing a subjective assessment of everyday consequences of executive dysfunction in patients with schizophrenia.
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MCAULEY, TARA, SHIRLEY CHEN, LISA GOOS, RUSSELL SCHACHAR, and JENNIFER CROSBIE. "Is the behavior rating inventory of executive function more strongly associated with measures of impairment or executive function?" Journal of the International Neuropsychological Society 16, no. 3 (March 1, 2010): 495–505. http://dx.doi.org/10.1017/s1355617710000093.

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AbstractThe Behavior Rating Inventory of Executive Function (BRIEF) is commonly used in the assessment of children and adolescents presenting with a wide range of concerns. It is unclear, however, whether the questionnaire is more closely related to general measures of behavioral disruption and impairment or to specific measures of executive function. In the present study, associations between the Behavioral Regulation Index and Metacognition Index of the BRIEF and cognitive, behavioral, and academic measures were examined in a sample of clinic-referred youth (n = 60) and healthy youth (n = 37) 6–15 years of age. Measures included ratings of inattentive and hyperactive-impulsive symptoms in youth, ratings of how well youth functioned in their everyday environments, youth’s scores on measures of reading and math, and youth’s scores on measures of inhibition, performance monitoring, and working memory. Although both BRIEF indices were strongly related to parent and teacher ratings of behavioral disruption and impairment, neither was associated with youth’s scores on the performance-based tasks of executive function. These findings support the use of the BRIEF as a clinical tool for assessing a broad range of concerns, but raise questions about the relation of the BRIEF to performance-based tasks that are commonly used to assess executive function. (JINS, 2010, 16, 495–505.)
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Preston, Jenny, Richard Hammersley, and Helen Gallagher. "The Executive Dysfunctions Most Commonly Associated with Multiple Sclerosis and Their Impact on Occupational Performance." British Journal of Occupational Therapy 76, no. 5 (May 2013): 225–33. http://dx.doi.org/10.4276/030802213x13679275042726.

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Introduction: The relationship between executive dysfunction and functional status in people with multiple sclerosis (MS) is not fully understood. This study attempts to provide empirical evidence of the executive dysfunctions most commonly associated with MS and to develop an understanding of the impact of this on occupational performance. Method: This cross-sectional study explores the relationships between an MS group (n = 69) and a healthy control group (n = 30) using the Behavioural Assessment of Dysexecutive Syndrome and the Dysexecutive Questionnaire. Results: More than a third of people with MS experienced some impairment of executive function sufficient to interfere with occupational performance. The most commonly occurring problems included planning, problem solving, behavioural regulation, lack of insight, apathy and lack of motivation. Executive function deficits were evident from the early stages of the disease, although participants with a secondary progressive form of MS appeared to demonstrate greater difficulties. Conclusion: While the Behavioural Assessment of Dysexecutive Syndrome may reliably identify the presence of executive dysfunction within this clinical population it does not inform clinicians of the impact on occupational performance. Self-reported executive function demonstrates heightened awareness of occupational performance deficits and may lead to more accurate reporting of executive dysfunction. The impact of depression, fatigue and anxiety, however, requires further investigation.
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Czermainski, Fernanda Rasch, Felipe Ornell, Luciano Santos Pinto Guimarães, Félix Kessler, Lísia Von Diemen, and Rosa Maria Martins De Almeida. "Assessment of executive functions and inhibitory control in alcohol and crack use disorders." Psico 49, no. 1 (April 4, 2018): 21. http://dx.doi.org/10.15448/1980-8623.2018.1.25877.

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This study assessed executive functions and inhibitory control in alcohol and crack users, as previous research suggests an association between substance-related disorders and impaired self-regulation and impulse control. In this study, 67 men aged 18-65 years completed the following instruments: sociodemographic questionnaire, Vocabulary and Matrix Reasoning (Wechsler Abbreviated Scale of Intelligence), Five Digit Test, and Behavioral Assessment of the Dysexecutive Syndrome. Alcohol and crack users showed deficits involving processing speed, response inhibition, flexibility, abstraction, planning, and monitoring. Analysis per type of drug revealed poorer cognitive performance among alcohol users. Years of drug use were associated with planning deficits. These findings are consistent with the hypothesis of an association between drug abuse and cognitive changes. In conclusion, impairments in executive functioning and inhibitory control were found in the study samples.***Avaliação das funções executivas e controle inibitório nos transtornos por uso de álcool e crack***Este estudo investigou as funções executivas e o controle inibitório em usuários de álcool e crack, pois pesquisas prévias sugerem associação entre os transtornos relacionados a substâncias e o comprometimento das capacidades de autorregulação e de controle dos impulsos. Neste estudo, 67 homens com idades entre 18-65 anos responderam aos seguintes instrumentos: questionário sociodemográfico, Vocabulário e Raciocínio Matricial (Wechsler Abbreviated Scale of Intelligence), Five Digit Test e Behavioural Assessment of the Dysexecutive Syndrome. Os usuários de álcool e crack apresentaram déficits envolvendo velocidade de processamento, inibição de respostas, flexibilidade, abstração, planejamento e monitoramento. A análise por droga de abuso revelou desempenho cognitivo inferior entre os alcoolistas. O tempo de abuso de drogas foi associado a déficits de planejamento. Esses achados são consistentes com a hipótese de associação do abuso de drogas com alterações cognitivas. Em conclusão, foram observadas alterações do funcionamento executivo e do controle inibitório nas amostras de usuários avaliadas.
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Alateeq, Halah, and Tamiko Azuma. "Words Versus Pictures: Bilingual Performance on Verbal and Pictorial Measures of Executive Functions." Journal of Speech, Language, and Hearing Research 65, no. 3 (March 8, 2022): 1087–103. http://dx.doi.org/10.1044/2021_jslhr-21-00317.

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Purpose: This study examined bilinguals' performance on functional executive function map tasks such as the Zoo Map from the Behavioural Assessment of the Dysexecutive Syndrome and the extent to which working memory, set-shifting, and inhibition measures predicted bilinguals' performance on these tasks. Additionally, we explored the utility of pictorial map tasks as a measure of complex executive function in bilinguals. We hypothesized that bilinguals would perform better on the pictorial map tasks due to the reduced language processing demand. Method: The analyses included 131 bilingual young adults who completed a comprehensive language history questionnaire, an English proficiency test, a battery of working memory and executive function tasks, and verbal and pictorial map tasks. Results: Contrary to predictions, bilinguals' performance on the verbal maps did not differ significantly from that on the pictorial maps. Two multiple regression models significantly predicted performance on the verbal and pictorial maps, accounting for 7%–25% of the variance in the map scores. Working memory and interference control were the most prominent predictors within these models. Conclusions: In our study, bilinguals' performance on the verbal maps did not differ significantly from that on the pictorial maps. Additionally, English proficiency did not correlate with the participants' verbal map scores. These results suggest that executive function map tasks (e.g., the Zoo Map) are a useful clinical tool for assessing executive function in bilinguals. The findings of this study are discussed in light of the current literature on executive functions in bilinguals.
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Dissertations / Theses on the topic "Questionnaire for the assessment of Executive Function"

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VALAGUSSA, STEFANIA. "Executive Function in children with typical and atypical development: toward an ecological assessment." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/68848.

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La presente ricerca è stata realizzata con l’intento di approfondire alcuni temi cardine nello studio delle Funzioni Esecutive (FE). Il termine FE si riferisce a processi neurocognitivi, deliberati e top-down necessari per esercitare controllo volontario su pensieri ed emozioni e per la messa in atto di comportamenti finalizzati al raggiungimento di un obiettivo. Si tratta di abilità indispensabili in situazioni nuove ed ambigue. Al dominio esecutivo vengono ascritte non solo abilità puramente cognitive. Tra le FF figurano: controllo degli impulsi ed autoregolazione, attenzione, memoria di lavoro, iniziativa, pianificazione ed organizzazione, flessibilità cognitiva, problem solving, decision making affettivo, teoria della mente ed empatia. Ad oggi non esiste un punto di vista condiviso su alcuni temi che sono stati oggetto del nostro interesse: la valutazione, la struttura e lo sviluppo delle FE, i deficit esecutivi presenti in alcuni disturbi specifici dello sviluppo. Per quanto concerne la valutazione delle FE, uno dei nodi critici è la scarsa validità ecologica degli strumenti tradizionalmente utilizzati nella ricerca e nella clinica. Al fine di superare questo problema metodologico sono state proposte modalità alternative di valutazione basate sia sulla performance che su report di insegnanti e genitori. Nella presente ricerca abbiamo proposto una nuova batteria neuropsicologica volta a fornire una panoramica globale del dominio esecutivo mettendo il bambino davanti a problemi analoghi a quelli che la quotidianità elicita. La batteria include: Battersea Multitasking Paradigm Task, Test di Ragionamento visuo-spaziale, Test di Pianificazione Quotidiano, Junior Gambling Task e Test del Clacson. È stato inoltre elaborato un questionario, il Questionario per la valutazione delle Funzioni Esecutive, QuFE, del quale sono indagate struttura, attendibilità ed utilità clinica. A tale scopo il questionario è stato somministrato a genitori ed insegnanti di bambini con sviluppo tipico o atipico di età compresa tra gli 8 ed i 13 anni. I risultati suggeriscono una struttura a 5 fattori per la versione genitori ed una a 3 per la versione insegnanti. Le abilità che sembrerebbero essere indagate sono: abilità metacognitive, regolazione delle emozioni e del comportamento, organizzazione dei materiali, adattamento ed iniziativa. Entrambe le versioni del QuFE si caratterizzano per una elevata validità interna. Per quanto concerne l’utilità clinica, lo strumento sembrerebbe distinguere in modo efficace soggetti con sviluppo tipico da soggetti clinici, minore è la capacità di differenziare tra i profili di soggetti con differenti disturbi dello sviluppo. Lo sviluppo e la struttura delle FE sono stati esaminati somministrando ad un campione di 343 soggetti con sviluppo tipico di età compresa tra gli 8 ed i 13 anni la batteria presentata sopra. Sono stati documentati significativi cambiamenti nei profili di performance in tutti test somministrati. Dall’analisi fattoriale è emersa una struttura a 4 fattori distinti ma interdipendenti: vigilanza, comportamento strategico, inibizione/flessibilità cognitiva e memoria. La struttura è stabile nel tempo e non presenta differenze legate al genere. Infine sono stati indagati i profili esecutivi in bambini con Disturbo da Deficit dell’Attenzione ed Iperattività (ADHD) e Disturbi Specifici dell’Apprendimento (DSA). Sono state oggetto di valutazione le performance di bambini con sviluppo tipico (207) o atipico (65) di età compresa tra gli 8 ed i 13 anni. I nostri dati suggeriscono che i bambini con ADHD e DSA hanno competenze strategiche ed inibitorie sovrapponibili. In entrambi i gruppi si è osservato un deficit della vigilanza e della memoria, di estensione maggiore nel gruppo ADHD. Si conferma la presenza di un deficit esecutivo nelle due popolazioni oggetto di interesse, deficit però circoscritto e non generalizzato.
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Esplin, Jacob A. "Comparing the Predictive Power of Executive Function Assessment Strategies on Preschool Mathematics Performance." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7283.

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A child’s executive function (aspects: working memory, response inhibition, and set-shifting between sets of rules) capabilities have been found to strongly relate to their mathematics skills. However, while the relationship has been strongly supported by researchers, a consensus has not been reached regarding the specifics of the relationship between executive function and math skills, including which executive function aspect is most predictive of mathematical performance and the differences in said relationship that might be found when examining both numeracy, such as counting skills and basic operations, and geometry skills. The lack of consensus may be in part because researchers have assessed both executive function and mathematics in a variety of ways. To address the consensus issue, this study used a panel of face-to-face measures of executive function, a paper-and-pencil measure of executive function, and a broader measure of mathematical performance than has typically been used, one including numeracy and geometry. Using a longitudinal approach, with two assessment periods about six months apart (M = 5.61 mos., SD = 1.12), this study examined this relationship among 118 children (61 girls), ages 39 to 68 months (M = 52.58, SD = 6.35), living in both rural (n = 64) and urban (n = 54) areas in a state in the western United States. A longitudinal approach allowed for comparisons between results from the two assessment periods. Results suggest that while numeracy and geometry skill among preschool-age children are connected, there are some independent elements. Additionally, because of rapid cognitive growth, age is an important factor when selecting both assessments and analytic strategies, as statistically significant variations in the predictive power of measures and strategies occurred between assessment periods. Connections between younger children’s executive function and numeracy skills appeared to be best assessed through a non-number-based measure, older children’s numeracy ability can be predicted by a greater variety of executive function measures. Face-to-face executive function measures included in this study were more predictive of numeracy skill than geometry skill, and geometry skill appears to be connected to inhibitory control. Differences between rural and urban children were found on numeracy skill and working memory ability, but not on geometry skill. Statistically significant differences by gender were found on an inhibitory control measure, with boys scoring higher than girls in our sample.
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Poulin, Valérie. "Executive function assessment and intervention post-stroke: building and translating the evidence into practice." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123189.

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Deficits in executive functions (EF), such as planning, problem-solving and inhibition affect up to 75% of individuals with stroke and may compromise their ability to successfully return to community living and to work. Detection and effective treatment of these disorders is thus critical. Studies over the past decade have provided evidence of substantial gaps in our knowledge on how to effectively manage EF impairment post-stroke (Bayley et al., 2007; Canadian Stroke Network, 2008; Korner-Bitensky, Barrett-Bernstein, Bibas, & Poulin, 2011). To address these gaps there has been growing attention and research into the management of EF impairment post-stroke. The studies conducted as part of this thesis were designed to address some of these gaps specific to EF assessment and intervention research, and to promote increased use of evidence-based practices for the management of executive dysfunction post-stroke. The first manuscript provided a critical review of 17 performance-based EF tools that can be used across the continuum of stroke care to evaluate the daily consequences of executive dysfunction. The next step was to conduct a systematic review to identify and critically appraise the evidence for the use of specific EF interventions post-stroke. The systematic review of EF interventions described in the second manuscript identified different treatment approaches that were showing promise in helping persons with stroke to cope with EF deficits. The preliminary evidence on specific EF skill retraining suggested that structured, individualized and intense computerized EF training could improve targeted EF impairments (Stablum, Umilta, Mogentale, Carlan, & Guerrini, 2000; Westerberg et al., 2007). The evidence from studies on cognitive strategy training also supported the use of explicit strategies applied to ecologically relevant problems to improve some EF impairments (e.g., planning and problem-solving) and, possibly, real-world activities (Man, Soong, Tam, & Hui-Chan, 2006; Schweizer et al., 2008). However, further research was required to compare the impact of these different intervention approaches on a variety of outcomes. Accordingly, a pilot randomized controlled trial was conducted to determine the feasibility and preliminary efficacy of two promising interventions, a strategy-training approach – the Cognitive Orientation to daily Occupational Performance (CO-OP) approach which is based on the use of meta-cognitive problem-solving strategies to achieve self-selected functional goals – and a computer-based EF training program (see Manuscript 3). Our findings provide preliminary evidence supporting the feasibility and efficacy of using both CO-OP and Computerized EF training for select patients with executive dysfunction post-stroke. EF impairments and participation in everyday life were differentially impacted by the interventions.Finally, another important goal of my doctoral work was to enhance knowledge translation in the area of EF. As explained in the fourth manuscript, the thesis led to the creation of a series of web-based interactive learning modules on EF assessment and intervention, as well as user-friendly pocket cards designed to summarize EF rehabilitation best-practices for clinicians. These e-learning modules address the need to enhance expertise in the management of EF disorders post-stroke.
Les déficits des fonctions exécutives (FE) comme la planification, la résolution de problèmes et l'inhibition touchent jusqu'à 75% des personnes ayant subi un accident vasculaire cérébral (AVC) et perturbent la réalisation des activités quotidiennes et rôles sociaux, pouvant ainsi compromettre le retour à domicile ou au travail. La détection et la prise en charge de ces déficits est donc primordiale. Plusieurs études réalisées au cours des dix dernières années ont toutefois indiqué des lacunes importantes dans les connaissances reliées à la prise en charge de la dysfonction exécutive post-AVC (Bayley et al., 2007; Canadian Stroke Network, 2008; Korner-Bitensky et al., 2011), ce qui a mené à des efforts accrus en recherche afin de combler les lacunes dans ce domaine. Les études menées dans le cadre de cette thèse visaient à contribuer aux connaissances sur l'évaluation et le traitement des personnes ayant des déficits des FE, ainsi qu'à promouvoir une utilisation accrue de pratiques fondées sur les données probantes dans la prise en charge de la dysfonction exécutive post-AVC.Le premier manuscrit présente une revue critique de 17 évaluations des FE basées sur la performance de tâches fonctionnelles qui peuvent être utilisées au cours du continuum de soins post-AVC afin d'évaluer les conséquences de la dysfonction exécutive dans le quotidien. L'étape suivante a consisté à réaliser une revue systématique afin d'identifier et d'apprécier le niveau d'évidences supportant l'utilisation d'interventions pour améliorer les FE après un AVC. La revue systématique décrite dans le deuxième manuscrit a permis d'identifier différentes approches de traitement prometteuses pour la prise en charge de la dysfonction exécutive post-AVC. Des évidences limitées mais encourageantes suggèrent que l'utilisation d'un entraînement intensif, structuré et individualisé des FE à l'ordinateur peut améliorer les FE ciblées (Stablum et al., 2000; Westerberg et al., 2007). D'autres approches basées sur des stratégies cognitives suggèrent que l'utilisation de stratégies explicites appliquées à des situations concrètes de la vie quotidienne peuvent améliorer certains déficits des FE (ex.: résolution de problèmes et planification) et, possiblement, la réalisation des activités quotidiennes (Man et al, 2006; Schweizer et al., 2008). Cependant, des recherches additionnelles demeuraient nécessaires afin de comparer l'impact respectif de ces approches d'intervention sur différentes mesures de résultats.Un essai clinique randomisé pilote a donc été réalisé afin de déterminer la faisabilité et l'efficacité préliminaire de deux interventions prometteuses, l'une reposant sur l'utilisation de stratégies cognitives – l'approche Cognitive Orientation to daily Occupational Performance (CO-OP) dans laquelle la personne apprend à utiliser des stratégies de résolution de problèmes pour atteindre ses propres buts en termes d'activités fonctionnelles – et l'autre consistant en un programme d'entraînement des FE à l'ordinateur. Les résultats obtenus fournissent des évidences préliminaires appuyant la faisabilité et l'efficacité de chaque intervention auprès de certains groupes de patients ayant une atteinte des FE. Des améliorations spécifiques à chaque intervention ont été notées dans les déficits des FE ainsi que la participation dans les activités quotidiennes. Finalement, un autre objectif important était de favoriser le transfert des connaissances dans le domaine des FE. Tel qu'expliqué dans le quatrième manuscrit, mon travail de thèse a mené à la création d'une séries de modules d'apprentissage en ligne sur l'évaluation et le traitement des FE, ainsi que de cartes en format de poche résumant les meilleures pratiques cliniques auprès des personnes ayant une atteinte de FE post-AVC. Ces modules et outils d'apprentissage en ligne ont été créés en réponse au besoin d'accroître l'expertise des cliniciens dans la prise en charge de la dysfonction exécutive post-AVC.
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Snell, Jennie L. "Performance on neuropsychological measures of executive function and behavioral adjustment in second-graders /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9186.

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Ciesielski, Emily J. M. "Examining Assessment of Executive Function: Comparing Performance-Based Measures and Ratings in Relation to Academic Achievement." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613744198164672.

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McCord, Brandon Ellis. "Preliminary Examination of Methods for Identifying the Function of Stealing." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1881.

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Because low rate, covert responses are hard to observe and measure (e.g., Azrin & Wesolowski, 1974; Henderson, 1981; Jeffery, 1969; Reid & Patterson, 1976; Seymour & Epston, 1989), well-controlled behavior analytic investigations of stealing have been rare. In fact, systematic investigations to experimentally determine stealing functions have been limited to two studies targeting food (Lambert et al., 2019; Simmons, Akers, & Fisher, 2019). The dearth of studies examining stealing functions, partly attributable to low rate and covertness, may be forestalling additional intervention studies. Given the likely futility of unsystematic attempts to observe naturally occurring instances of an infrequent, clandestine response, a possible role for indirect assessment emerges (Iwata & Dozier, 2008). This two-part study concerned an investigation into the reliability and predictive validity of the Functional Analysis Screening Tool (Iwata, DeLeon, & Roscoe, 2013) and a similarly constructed tool (The Stealing Inventory or TSI) with the latter having questions oriented towards likely stealing functions. In doing so, the comparative viability of two trial-based functional analysis (FA) models (Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011; Lambert, Bloom, & Irvin, 2012) was also examined. Across 42 respondent pairs, overall tool reliability and outcome reliability for suggested functions favored the TSI (85% and 92.9%, respectively) over the FAST (80% and 73.8%, respectively). Three out of 6 participants stole during one of their two respective FAs, and the identified function matched the respective TSI outcomes for each case. FA model superiority was unclear.
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Carim, Daniela de Bustamante [UNIFESP]. "Tradução e adaptação transcultural para o português do instrumento “Behavior Rating Inventory of Executive Function”." Universidade Federal de São Paulo (UNIFESP), 2010. http://repositorio.unifesp.br/handle/11600/10120.

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Made available in DSpace on 2015-07-22T20:50:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-26
O “Behavior Rating Inventory of Executive Function” (BRIEF) é um instrumento de avaliação das funções executivas refletindo aspectos da vida diária de crianças e adolescentes entre 5 e 18 anos de idade. Consta de três versões, ou seja, a escala para pais, professores e versão pessoal. O objetivo do presente estudo foi traduzir e adaptar, para o português do Brasil, o BRIEF, assim como analisar as propriedades psicométricas iniciais. O processo de tradução e adaptação seguiu os passos recomendados na literatura e amplamente preconizados pelo International Test Commission (ITC). Para análise da adequação da adaptação, assim como das propriedades psicométricas, foram realizados dois estudos pilotos, sendo que a versão final foi administrada numa amostra constituída por 277 pais, sendo 59,6% do sexo feminino, 282 professores, sendo 57,4% feminino, 112 pessoal, sendo 63,4% feminino. Os valores dos Alfas de Cronbach, avaliando consistência interna para os principais índices do questionário dos pais oscilaram entre 0,901 e 0,945, do questionário dos professores oscilaram entre 0,915 e 0,959 e, os do questionário pessoal oscilaram entre 0,924 e 0,957, indicando adequados coeficientes de fidedignidade do teste. A análise fatorial de componente principal extraiu dois fatores (Fator 1 Metacognição; Fator 2 Regulação do Comportamento). No questionário dos pais, os dois fatores foram correlatos (r=0,56). No questionário dos professores, a correlação foi 0,400, e no questionário pessoal, a correlação foi 0,70. Os valores encontrados na versão brasileira se assemelham ao relatados na versão original, indicando boa consistência interna do instrumento nas 3 versões.
Behavior Rating Inventory of Executive Function (BRIEF) is an instrument that assesses executive functions, reflecting daily life aspects of children and teenagers aged between 5 and 18 years old. It has three versions, that is, the parenting scale, the teachers’ scale and a personal version. The purpose of this study was to translate and to adapt, into Brazilian Portuguese, BRIEF, as well as to analyze the initial psychometric properties. The translation and adaptation process followed the steps recommended in literature and widely endorsed by International Test Commission (ITC). To analyze the adaptation’s adequacy, as well as the psychometric properties, two pilot studies were carried out, and the final version was administered to a sample comprised of 277 parents, being 59.6% female, 282 teachers, being 57.4% female, 112 personal, being 63.4% female. The Cronbach’s Alpha values, assessing internal consistency for the main items of the parents’ questionnaire ranged from 0.901 to 0.945, the ones concerning the teachers’ questionnaire ranged from 0.915 to 0.959 and those concerning the personal questionnaire ranged from 0.924 and 0.957, showing proper coefficients of test’s trustworthiness. The factorial analysis of main component extracted two factors (Factor 1: Metacognition; Factor 2: Behavior Regulation). In the parents’ questionnaire, both factors were correlated (r=0.56). In the teachers’ questionnaire, correlation was 0.400, and in the personal questionnaire correlation was 0.70. The values found in the Brazilian version are similar to those reported in the original version, showing good internal consistency of the instrument in the three versions.
TEDE
BV UNIFESP: Teses e dissertações
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Berg, Valeska. "Measuring executive functions and problem solving in an engaging new way in students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2564.

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Executive functions and problem solving are important skills for success in school and life. Measuring executive functions and problem solving with child-friendly tools that can be applied outside the traditional clinical settings remains a challenge. The overall aim of this PhD project was to design a new child-friendly online assessment tool (eFun) to better understand relationships among executive function constructs, problem solving and academic outcomes. The assessment tool eFun was developed in collaboration with designers, software developers, and researchers to ensure validity and usability. eFun measures problem solving ability and the core executive function constructs working memory, inhibition, and cognitive flexibility on an iPad. This PhD thesis addresses two major gaps in the executive function literature. Firstly, it introduces the development and evaluation of new cognitive tasks for children. Secondly, it addresses the relationship between executive functions, problem solving and academic outcomes. This research adds to the current limited evidence base by investigating children’s evaluation of game-based executive function and problem solving assessments and by exploring new approaches to measuring cognitive functions and validating executive function tasks for children. Furthermore, the thesis extends the literature by examining intercorrelations among the newly developed cognitive tasks and academic achievement, and compares results with existing theories. Findings indicate that children enjoy playing the newly developed eFun tasks, especially the inhibition task. Overall, low to medium associations were found between the performance scores of individual executive functions and between executive functions and problem solving. Furthermore, executive functions were found to be a predictor of academic success (grades), whereas the association between problem solving and academic outcomes was less clear. The eFun problem solving task was enjoyed more than the traditional Tower of Hanoi task. The eFun problem solving task performance was found to be positively associated with the Tower of Hanoi task performance, providing some initial evidence for convergent validity for the eFun problem solving task. The newly developed eFun tasks will offer enhanced opportunities to measure children’s cognitive functions (i.e., executive functions and problem solving) in a school context. This research advances the cognitive function literature and provides insights into new approaches to measuring cognitive functions in children.
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Ord, Jonathan. "Executive Dysfunction following Traumatic Brain Injury and Factors Related to Impairment." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/626.

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Deficits in executive function are commonly reported following Traumatic Brain Injury (TBI) and are important for establishing functional impairments. Understanding the nature of executive dysfunction following TBI is often complicated by secondary factors that can impact measured ability. This study sought to clarify the persistent effects of TBI on executive function, as measured by the Wisconsin Card Sorting Test (WCST), while accounting for effort given during testing, as measured by the Portland Digit Recognition Test. Results suggested a dose-response relationship between TBI severity and subsequent WCST deficits. Mild TBI patients who provided good effort during testing showed no observable differences from locally matched controls on WCST performance. Effort during testing was found to have a larger overall effect on WCST performance than moderate-to-severe TBI or dementia. The present study highlights the need to account for secondary factors, such as effort during testing, to accurately measure cognitive dysfunction following compensable injuries.
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Loftis, Christopher William. "An ecological validity study of executive function measures in children with and without attention deficit hyperactivity disorder." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006461.

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Thesis (Ph.D.)--University of Florida, 2004.
Typescript. Title from title page of source document. Document formatted into pages; contains 128 pages. Includes Vita. Includes bibliographical references.
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Books on the topic "Questionnaire for the assessment of Executive Function"

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A, Perkins Lisa, ed. Essentials of executive function assessment. Hoboken, N.J: John Wiley & Sons, 2012.

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A, Perkins Lisa, and Divner Bob Van, eds. Assessment and intervention for executive function difficulties. New York, NY: Routledge, 2008.

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Executive function and dysfunction: Identification, assessment, and treatment. Cambridge: Cambridge University Press, 2012.

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McCloskey, George, Lisa A. Perkins, and Bob Van Divner. Assessment and Intervention for Executive Function Difficulties. Routledge, 2008. http://dx.doi.org/10.4324/9780203893753.

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McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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Assessment and Intervention for Executive Function Difficulties. Routledge, 2008.

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Sparrow, Elizabeth P., and Scott J. Hunter. Executive Function and Dysfunction: Identification, Assessment and Treatment. Cambridge University Press, 2012.

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Book chapters on the topic "Questionnaire for the assessment of Executive Function"

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Naglieri, Jack A., and Tulio M. Otero. "The Assessment of Executive Function Using the Cognitive Assessment System: Second Edition." In Handbook of Executive Functioning, 191–208. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8106-5_12.

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Naglieri, Jack A., and Sam Goldstein. "Assessment of Executive Function Using Rating Scales: Psychometric Considerations." In Handbook of Executive Functioning, 159–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8106-5_10.

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Roth, Robert M., Peter K. Isquith, and Gerard A. Gioia. "Assessment of Executive Functioning Using the Behavior Rating Inventory of Executive Function (BRIEF)." In Handbook of Executive Functioning, 301–31. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8106-5_18.

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de Bustamante Carim, Daniela, and Helenice Charchat Fichman. "Neuropsychological Assessment of ADHD and Executive Function Deficits in Adults." In ADHD in Adults, 59–70. Totowa, NJ: Humana Press, 2012. http://dx.doi.org/10.1007/978-1-62703-248-3_4.

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Waisbren, Susan E., Jianping He, and Robert McCarter. "Assessing Psychological Functioning in Metabolic Disorders: Validation of the Adaptive Behavior Assessment System, Second Edition (ABAS-II), and the Behavior Rating Inventory of Executive Function (BRIEF) for Identification of Individuals at Risk." In JIMD Reports, 35–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/8904_2014_373.

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"Clinical tasks and procedures." In Oxford Handbook of Occupational Health 3e, edited by Steven S. Sadhra, Alan J. Bray, Steve Boorman, Steven S. Sadhra, Alan J. Bray, and Steve Boorman, 785–808. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780198849803.003.0037.

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The second part of this chapter deals with everyday OH tasks and proves clear practical details that will help both the manager and practitioner in the planning, execution and audit of the task. Within Night worker health assessment is an example questionnaire. The section on Methods for alcohol and drug screening has helpful inserts on screening methods and process. The Lung function and Serial peak flow testing section shave been modernized to reflect measurement, quality control, and interpretation (including Z scores). Screening audiometry describes specific details to maximise performance. Colour vision testing covers discussions on Ishihara, City University, 15D Farnworth, Lantern (Holmes Wright & CAM) and Colour Assessment & Diagnosis (CAD) tests. Clinical assessment of hand–arm vibration syndrome section complemented by material in Chapter 12 provides user friendly advice for those performing assessments and grading.
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Burgess, Paul W. "Assessment of executive function." In The Handbook of Clinical Neuropsychology, 349–68. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199234110.003.018.

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Kinsella, Glynda, Elsdon Storey, and John R. Crawford. "EXECUTIVE FUNCTION AND ITS ASSESSMENT." In Neurology and Clinical Neuroscience, 83–95. Elsevier, 1998. http://dx.doi.org/10.1016/b978-0-323-03354-1.50011-0.

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McCloskey, George, Lisa A. Perkins, and Bob Van Divner. "Interventions for Executive Function Difficulties." In Assessment and Intervention for Executive Function Difficulties, 177–231. Routledge, 2008. http://dx.doi.org/10.4324/9780203893753-9.

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McCloskey, George, Lisa A. Perkins, and Bob Van Divner. "Introduction to Executive Functions." In Assessment and Intervention for Executive Function Difficulties, 11–35. Routledge, 2008. http://dx.doi.org/10.4324/9780203893753-3.

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Conference papers on the topic "Questionnaire for the assessment of Executive Function"

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Vanags, Edmunds, and Malgožata Raščevska. "Prediction of Depression by Cognitive Function Above Core Affect." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.02.

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The association between depression and cognitive function has been observed in a large number of studies, but there are no clear and robust mechanisms for this association. The aim of this study was to investigate how cognitive functions (working memory inhibition, executive functions cognitive control and psychomotor speed) in one model predict depression above current core affect in a sample of healthy individuals. The study involved 275 adults aged between 20 and 59 years (male 32.7%) and used the depression scale from DASS-42 questionnaire, the Swedish Core affect scale, and the cognitive function task battery. The results of hierarchical regression analysis suggest that the depression is more significantly explained after controlling core affect by the working memory storage, inhibition, and executive function cognitive control processes, when performing several tasks with different valence words. This suggests that even in healthy individuals, there may be a significant association between depressive symptoms and cognitive function after controlling current core affect state which may fluctuate and not be reflected in the retrospective assessment.
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Lambert, Ann E., Daniel J. Cox, Melissa L. O'Connor, Rick L. Moncrief, Clarissa Cho, and Ronald J. Johnson. "Age Differences in Driving-Specific Tests of Executive Function." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2013. http://dx.doi.org/10.17077/drivingassessment.1476.

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Kanai, Satoshi, Taiga Higuchi, and Yukiaki Kikuta. "Applying User Interface-Operable 3D Digital Prototypes to Human-Centered Design of Information Appliances." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49728.

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One of the critical issues of realizing human centered design (HCD) for information appliances is how to efficiently find the weakness of usability of the user interfaces (UI). At present, user test is the most reliable method of evaluating usability of UI. But executing user-test costs much due to fabrication of physical prototypes, securing of test subjects and facilities and the manual-based analysis of the test results. To solve the problems, we propose a computer-supported environment for testing and usability assessment for human centered-design of information appliances in the paper. In the environment, UI-operable 3D digital prototypes can be designed and used for user tests instead of physical prototypes, and the test results can be automatically analyzed to clarify the weak points of the UI design. UI-operable 3D digital prototypes can be modeled by integrating the state-transition-based UI behavior model with 3D CAD models of the housings. A function of graphically displaying user’s operational history helps the designers identify which portions in the UI specification induce wrong operations of users. A function of indicating digital questionnaire based on cognitive walkthrough method also enables them to reveal causes of the wrong operations and to clarify point of redesign. Comparison of the test results using different types of digital prototypes showed that the proposed UI-operable 3D digital prototype could fully replace the physical prototype in early design stage.
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Sanchez, Maria Trinidad Ursula R., Lowell Nathaniel B. Singson, and Jocelyn Flores Villaverde. "Student’s Executive Function Assessment Tool using Convolutional Neural Network." In TENCON 2020 - 2020 IEEE REGION 10 CONFERENCE (TENCON). IEEE, 2020. http://dx.doi.org/10.1109/tencon50793.2020.9293886.

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Bigotte, Emilia, Veronica Vasconcelos, Sofia Pires, and Tiago Fonseca. "Executive function assessment in Parkinson's disease patients using mobile devices." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521474.

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Carelli, Laura, Francesca Morganti, Patrice L. Weiss, Rachel Kizony, and Giuseppe Riva. "A virtual reality paradigm for the assessment and rehabilitation of executive function deficits post stroke: Feasibility study." In 2008 Virtual Rehabilitation. IEEE, 2008. http://dx.doi.org/10.1109/icvr.2008.4625144.

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Norton, Dave, Jennifer L. Owens, and Gregory Annis. "An Assessment of State Regulatory Oversight of Pipeline Systems in Alaska." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64464.

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Following pipeline leaks on the Alaskan North Slope in 2006, the state of Alaska, by executive order of the governor, responded by establishing the Petroleum Systems Integrity Office (PSIO) as the lead state agency responsible for oversight of the maintenance of facilities, equipment, and infrastructure for oil and natural gas resources in Alaska. The executive order identified three major activities for PSIO: • An assessment of Alaska’s oil and gas infrastructure integrity; • An assessment of current regulatory oversight in Alaska; and • A review of industry oversight efforts. The PSIO assessments identified infrastructure with indeterminate regulatory oversight. In addition, PSIO recommended improvements to facilitate efficient and effective regulatory oversight, including establishment of minimum requirements for operators’ integrity management systems and the coordination of data collection among agencies. The initial activity set of PSIO was completed and the oversight function closed in 2015. Future efforts to improve policies, systems, and methods of oversight will depend on executive direction, legislative support, and management emphasis within state agencies.
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Sloane, Michael E., Karlene Ball, Cynthia Owsley, John R. Bruni, and Daniel L. Roenker. "The Visual Activities Questionnaire: Developing an Instrument for Assessing Problems in Everyday Visual Tasks." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1992. http://dx.doi.org/10.1364/navs.1992.sub4.

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This paper describes the development of a questionnaire for assessing an individual's problems in performing visual activities typical of everyday life. We were particularly interested in an instrument which would be useful with the elderly population, because eye disease is especially prevalent in this age group (Leibowitz et al., 1980), and even in the absence of significant eye disease, older adults can still experience losses in visual function (Owsley & Sloane, 1990). This type of instrument could be useful from a number of perspectives. First, in many research settings it is desirable to have some sort of metric for assessing the extent to which a subject is having problems in everyday visual tasks. Ideally it would be best to obtain performance measures on the visual tasks under study, but the reality is that this is not possible in many studies. Thus, researchers often resort to asking subjects about their self-perceived problems in performing the activity in question, but without a valid and reliable instrument, subjects' answers are often useless from a scientific standpoint. Examples of settings in which a psychometrically solid questionnaire might be helpful are: evaluating the effects of a treatment or procedure (e.g., cataract surgery) on visual functioning; assessing how self-perceived visual difficulties relate to an adverse outcome such as a vehicle crash or a fall; and gathering information about visual tasks especially difficult for certain subpopulations of older adults (e.g., those with age-related maculopathy). A second way a questionnaire may be useful is in collecting epidemiological data on visual problems in the elderly population. Epidemiological studies on eye health and visual functioning are costly, and from the standpoint of actually carrying out the project, these studies are not particularly challenging or stimulating for research oriented clinicians (see Ederer, 1983). Coren and Hakstian (1987; 1988) have suggested that a suitably constructed questionnaire could be a much cheaper way to obtain some types of epidemiological data. A third way in which a questionnaire instrument might be useful is in developing hypotheses about the mechanisms underlying vision problems in the elderly. When visiting the laboratory or clinic, older adults often articulate visual problems, and a questionnaire could provide them the opportunity to do so in a systematic fashion. Fourth, a questionnaire might also be useful to clinicians since subjective information from the patient can yield clues about an undiagnosed disease process or condition.
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Silva, Geise, Isabella Avolio, Camila Dias, Maíra Oliveira, Ricardo Nitrini, Sonia Maria Brucki, and Eliane Miotto. "EXECUTIVE FUNCTION PERFORMANCE OF A BRAZILIAN SAMPLE OF MILD COGNITIVE IMPAIRMENT AND HEALTHY ELDERLY." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda035.

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Background: Mild cognitive impairment (MCI) is associated with cognitive alterations, usually related to memory, but can affect other domains such as executive functions (EFs), which are less explored in the literature. It is an intermediate condition between healthy aging and dementia and does not significantly affect an individual’s activities of daily living (ADL). Objectives: This study aimed to investigate executive function performance of a Brazilian sample of elderly people with multiple domains MCI (mdMCI) compared to healthy controls (HC) using EFs tasks. Methods: We included 54 subjects, 36 mdMCI and 18 HC. The EFs tasks were extracted from a comprehensive neuropsychological assessment (CAPpesq 11264) and involved the Trail Making Test (TMT), Stroop Test part C (ST), Phonemic Verbal Fluency (FAS), Semantic Verbal Fluency (SVF). Results: We observed significant differences between the groups (p <0.05) in the following task: SVF (t(25.7)= -2.582; p 0.016). Conclusions: mdMCI patients obtained a lower cognitive performance in EFs related to SVF task which is usually implicated in the cognitive fenotype of Alzheimer’s Disease continuum. These findings corroborate the international literature in mdMCI patients.
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Benmostefa, Nouria, Samy Slimani, Samir Raoubhia, Daoud Roula, Luc Mouthon, and Rechid Malek. "AB0199 ASSESSING DISABILITY AND QUALITY OF LIFE IN ALGERIAN SYSTEMIC SCLEROSIS PATIENTS: CONSTRUCT VALIDITIES OF THE ARAB HAND FUNCTION INDEX AND HEALTH ASSESSMENT QUESTIONNAIRE (HAQ)." In Annual European Congress of Rheumatology, EULAR 2019, Madrid, 12–15 June 2019. BMJ Publishing Group Ltd and European League Against Rheumatism, 2019. http://dx.doi.org/10.1136/annrheumdis-2019-eular.7001.

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Reports on the topic "Questionnaire for the assessment of Executive Function"

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ROZANOVA, N. CONTENT OF THE REPUTATION OF A REGIONAL POWER IN THE CONTEXT OF A NORMATIVE ASSESSMENT OF ITS PERFORMANCE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2070-7568-2021-10-5-1-39-48.

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The article reflects the results of the research of the information component of the concept “the reputation of the regional (executive) power” on the basis of the normative approach. The interrelation between the evaluation indicators of the regional executive power activity efficiency and the power reputation content is shown, based on the mass questionnaire survey of the population of 6 regions of the Central Federal District (sample of 1,500 people). The conclusion about rather low potential of influence of existing at the moment normative system of evaluation of efficiency of regional executive authorities on the process of formation of its reputation among the population is made.
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Ali, Rassul. Konzeptentwicklung für CDM-Projekte - Risikoanalyse der projektbezogenen Generierung von CO2-Zertifikaten (CER). Sonderforschungsgruppe Institutionenanalyse, 2007. http://dx.doi.org/10.46850/sofia.9783933795842.

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The Clean Development Mechanism (CDM) is a complex legal-institutional system that, on the one hand, offers industrialized countries options for cost-effective emission reductions and, on the other, provides developing countries with opportunities for sustainable development. Investors face the difficulty of identifying suitable CDM projects from approximately 130 possible host countries and nearly 60 possible project activities. In order to develop points of reference for strategic investments, this paper identifies and categorizes the risks arising in the value creation process of bilateral energy projects into four action-related levels. At the host level, the focus is on political-institutional and sector-specific risks, while at the investor state level, the legal design of the CDM's complementary function is relevant. The project level covers technology- and process-related risks, with the identification of the reference case and the proof of additionality posing particular problems. The future design of the CDM and the reform of the procedure at the UNFCCC level pose a fundamental risk. A two-stage assessment procedure is proposed for risk assessment: a rough analysis captures sociographic, climate policy, institutional and sector-specific criteria of the host. The differentiation of the project stage allows the localization of the project in the value chain and a differentiation regarding the use of methods. The assessment of project registration is based on the methods used and gives recognition rates per method and project category; project performance is measured in terms of the ratio of emission reductions actually realized to those planned in the project documentation. A detailed analysis following the coarse analysis provides qualitative guidance for project evaluation. These include the Executive Board's methodological principles, correct application of methodologies, identification of the reference case, proof of additionality, as well as the financial conditions of the relevant sector and publicity-related aspects. Despite individual hosts and project technologies, the developed two-step risk analysis allows, with relatively little effort and in line with business practice, an initial assessment of CDM project risks, so that overall it lays a fundamental building block for the elaboration of a strategic implementation and sustainable investment under the CDM.
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