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Abstract

Background: Executive functioning is increasingly seen as incorporating several component sub-skills and clinical assessments should reflect this complexity.

Method: Tools for assessing executive functioning in children are reviewed within five key areas, across verbal and visuospatial abilities, with emphasis on batteries of tests.

Results: There are many appropriate tests for children, although the choice is more limited for those under the age of 8 years.

Conclusions: Whilst there are several batteries of executive functioning suitable for children, clinicians may prefer to cherry-pick from a broader range of measures that assess specific components of executive functioning.

Publication Type:	Article
Additional Information:	This is the peer reviewed version of the following article: Henry, L. A. and Bettenay, C. (2010), The Assessment of Executive Functioning in Children. Child and Adolescent Mental Health, 15: 110–119, which has been published in final form at http://dx.doi.org/10.1111/j.1475-3588.2010.00557.x. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Publisher Keywords:	Executive functioning; children; assessment
Subjects:	P Language and Literature
Departments:	School of Health & Psychological Sciences > Language & Communication Science
SWORD Depositor:	Symplectic Administrator

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