**4.1. Key issues in evaluating executive functions**


reduces the chances of the person who applies the test to observe executive dysfunctions that are more likely to appear in uncertain situations. Some uncommonly used tests due to difficulties in standardization include open-ended scenarios. A person can gather enough cognitive resources to perform executive functions tasks for a short period of time [64].

direct comparison. Given the "typical" expectations and differences, it provides an important contrast point. However, it is not easy to determine the best comparison group, as the appropriate comparison group can be chosen by age, gender, intellectual ability, school

Executive Functions and Neurology in Children and Adolescents

http://dx.doi.org/10.5772/intechopen.78312

41

**7.** A statistically significant inconsistency between average executive functions and a high IQ is not necessarily a clinical deficit [74, 75]. Compared to IQ scores, there are a number of factors that can lead to lower executive function scores. A person's low motor performance

**8.** Disability is an important aspect of executive dysfunction. As in any circumstance, assessing the existence and degree of disability is also a necessary condition for examining executive functions. In cases where the child interferes with daily life, it will be difficult to provide parental, teacher, or student care. It is important to remember that even when there is an inconsistency between skill and executive function scores, there may be also a

Executive function causes challenges in a range of areas including academic [76–79], emotional [16], behavioral [16], social [16, 79, 80], and adaptive functions [81]. When we think about many aspects of functioning, such as social interactions, family relationships, family responsibilities, and community involvement, and employment for adolescents and young adults, the success of the individual is greatly influenced by adaptation via limiting the actual

It is also important to assess the effect of executive dysfunction on the functional and emotional well-being of the person. For example, a teenage girl in class may have difficulty in integrating and expressing emotional and social life-related feelings and thoughts. In addition, the struggle with the school can increase her anxiety by reducing its prosperity and self-confidence. These issues can further aggravate her executive functioning difficulty.

In its simplest form, the assessment scale is a list of items that are evaluated to identify the presence, frequency, and/or severity of a behavior, emotion, or thought. A number of evaluation scales have been developed over the past decade to help to define executive functions. In general, such assessment scales are thought to be more predictive of executive dysfunctions than laboratory tests [82]. This difference can be attributed to the contextual factors (clinic/ home, school, community). This difficulty in assessing highlights the fact that it is important

When evaluating children, it is important to have age-based normative data. Smaller age groups allow the child's symptoms to be assessed more accurately in terms of appropriate development or consistent with a psychopathology. Many studies have shown a change in executive function performance during childhood and adolescence. Most of the statistical analyses for the assessment scales also show significant gender effects, against men in executive function

difficulty in obtaining or expecting developmentally expected benefits.

grade, or other factors.

can cause average executive functions.

independence of executive dysfunction [81].

to understand the story of the assessed child.

**4.2. Rating scales**

ratings [83, 84].


For a child with executive dysfunction, some environments may have their own advantages (such as getting immediate, specific, explicit feedback from the teacher and learning in a highly structured classroom). The support and coherence of some people according to the nature of the child can intuitively increase this advantage. During interactive games, the success of the activity can be improved by providing clear, consistent, and clear results or awards for the child's actions. In such cases, it is important to include environmental factors in the developed treatment plan for the person and the activity success. It is important to gather information not only about the most challenging environment of the child's executive function but also in the environments that the child is successful at the same time. These exceptions may provide the data needed to describe the executive functioning difficulties and possible remediation strategies. It is important to assess the performance of the child in different environments (home/school and daily/laboratory).


direct comparison. Given the "typical" expectations and differences, it provides an important contrast point. However, it is not easy to determine the best comparison group, as the appropriate comparison group can be chosen by age, gender, intellectual ability, school grade, or other factors.


Executive function causes challenges in a range of areas including academic [76–79], emotional [16], behavioral [16], social [16, 79, 80], and adaptive functions [81]. When we think about many aspects of functioning, such as social interactions, family relationships, family responsibilities, and community involvement, and employment for adolescents and young adults, the success of the individual is greatly influenced by adaptation via limiting the actual independence of executive dysfunction [81].

It is also important to assess the effect of executive dysfunction on the functional and emotional well-being of the person. For example, a teenage girl in class may have difficulty in integrating and expressing emotional and social life-related feelings and thoughts. In addition, the struggle with the school can increase her anxiety by reducing its prosperity and self-confidence. These issues can further aggravate her executive functioning difficulty.
