**Acknowledgements**

Behavioral Rating Inventory of Executive Function, which is available for parents and teachers to complete developed to evaluate executive functions—for preschoolers (2–5 years old, BRIEF-P) and for school age children (aged 6–18 years). There is a self-report form for completion by youth 11– 18 years old (BRIEF-SR), as well as a group of forms for adults 18–90 years old (BRIEF-A). BRIEF was developed by a group of pediatric neuropsychologists who are collecting data on real-life executive function in the home and school environment. For this reason, expectations of daily adaptive needs and academic achievement provide reasonable information to parents and teachers. Normative data for BRIEF is somewhat restrictive because it is collected from a limited geographical area, and therefore may not represent the general population. EFBAI scores provide summaries of various aspects of executive functions (e.g. impulse, working memory, self-monitoring, etc.), and a clinician tells where and why a student struggles. It has been found that executive functions of BRIEF have a greater correlation with the descriptions of parents and teachers than the performance on laboratory tests and therefore considered to be a good standard tool for executive functions of the person. Clearly, although executive functions are a tool for assessment. The Brown Attention Deficit Disorder Scales for Children and Adolescents (Brown ADD Scales) are based on the theory that attention deficit represents a developmental disorder of executive functioning. These assessment scales include organizing, prioritizing/activating, focusing/sustaining/recording

Conners 3 is another attention deficit and hyperactivity disorder (ADHD)-based assessment scale that includes executive functional aspects of the assessed areas. "Executive Functionality" includes the scale, initiation, time management, planning, prioritization, and organization concepts. Other scales in Conners 3 can also reflect executive functions such as attention/focus and self-control. The information obtained with Conners 3, such as the Brown ADD scale and BRIEF, can help identify the areas that require more focus and evaluation

Assessment scales such as the Behavior Assessment System for Children, Second Edition (BACS-2), the Conners Comprehensive Behavior Rating Scales (Conners CBRS), and the Achenbach System of Empirically Based Assessment (ASEBA) do not explicitly refer to executive functions, but they can provide information about executive functions. Comprehensive assessment scales such as these can help gathering relevant information in a broader context

Unlike previous exams focusing on pre-school EF, this focus on EF focuses on a much larger age range. This view allows the study of the developmental form of EF, the gains in EF development, to be examined in the light of developments in behavioral and neural levels. Based on the developmental problems, the following research bases can be established: (1) to compare developmental progress of each EF component with a sample of a wide range of age and (2) to evaluate the developmental sequence of the EF component. Thus, cognitive neuroscience can

provide a developmental theoretical focus on EFs for children with/without dyslexia.

attention, and executive functioning.

42 Occupational Therapy - Therapeutic and Creative Use of Activity

which leads to intervention initiatives [85].

of issues beyond executive functions.

**5. Conclusions**

Author thank to Gonca Bumin Prof PhD for useful feedback.
