Difficulty in executive functions (EF) is a core symptom in ADHD. Yet, EF assessments are still in controversy and lack
functional daily leaving perspective. Based on the ICF model, EF should be evaluated not only in laboratory conditions but
also in regard to their impacts on child?s participation in daily life. This study examined EF among boys with ADHD by using
an assessment performed in the laboratory (The Behavior Assessment of Dysexecutive Functions for Children, BADS-C), and
by using a parents? questionnaire regarding their child?s EF difficulties as expressed in daily life (Behavior Rating Inventory of
Executive Functions, BRIEF). The relationship between the two measures was also assessed.
The study group included 25 boys with ADHD. The control group included 25 typical children. Children?s age ranged
from 8 to 11 years. All of them completed the BADS-C while their parents completed the BRIEF. Boys with ADHD scores
significantly lower in both BADS-C (t=5.21, p<.001) and BRIEF (F=5.47, p<.001, as compared to the typical controls. BADS-C
scores significantly correlated with BRIEF scores in their total score (r=-.36*) and in their subscales.
Children with ADHD demonstrated a significant deficit in EF as reflected by both laboratory and parents? report of
daily leaving. The two measures are complimentary and thus could contribute to a more meaningful intervention
Dr. Engel-Yeger completed her PhD at the Faculty of Medicine, Technion, Israel and postdoctoral studies from the Hebrew University in Jerusalem.
She is a senior lecturer at the University of Haifa. She published over 50 papers in reputed journals and serving as an editorial board member of
Ms. Shimoni is an occupational Therapist. She completed her MA studies under the supervision of Dr. Engel-Yeger and Prof. Emanuel Tirosh, who
is the head of the Hannah Khoushy Child Development Center at the Bnai Zion Medical Ctr and is a faculty staff member in pediatrics and child
neurology and development.
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