Development of Executive Functions in Children and Adolescents: Establishment of a Reference Norm for the Assessment of Executive Functions in Ecological Settings (eEFEe Tool)

Lead sponsor

Centre Mutualiste de Rééducation et de Réadaptation Fonctionnelles de Kerpape is the lead sponsor of 10 studies on the registry; 6 are open to participants now.

Eligibility criteria

Study arms

• Experimental
  eEFEe Assessment - Children/Adolescents and Parents

  Children/Adolescents (7-18 years): Complete standardized cognitive and social cognition assessments and the eEFEe ecological executive function tasks. The ecological assessment includes six real-life tasks adapted to age and is video-recorded for later scoring of successes, errors, and verbal/non-verbal behaviors. Parents/Legal Guardians: Complete a sociodemographic questionnaire and the BRIEF Parent Form to provide information on family, schooling, and child behavior related to executive functions.

  Behavioral: eEFEe Ecological Assessment and Standardized Testing

Interventions

• BehavioraleEFEe Ecological Assessment and Standardized Testing

  Children/Adolescents: Complete the eEFEe ecological executive function tasks (six daily-life tasks adapted to age) and standardized cognitive and social cognition tests (NEPSY-II, WISC-V/WAIS, Rey Figure, etc.). Sessions are video-recorded for later scoring. Parents/Legal Guardians: Complete a sociodemographic questionnaire and the BRIEF Parent Form to assess executive-related behaviors in daily life.

Primary outcomes

1. Number of successful actions on ecological assessments of executive functions in children (eEFEe test)

   The eEFEe consists of six everyday tasks, adapted for different age groups in line with clinical and educational practices in the field. Each task is divided into several steps. Each step is scored according to the level of completion. An overall success score is assigned to each task. A high score indicates that the task has been successfully completed, while a low score indicates partial completion or failure to complete the task. The tasks in question are: * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY

   Time frame: "eEFEe" visit : Between Day 0 and Day 60

2. Number of errors on ecological assessments of executive functions in children (eEFEe test)

   Number of errors on the eEFEe test. The number of errors that occurred during the task is recorded. These are categorised into two types: action errors and behavioural errors. Action errors include omissions, incomplete actions, additional actions, sequencing errors and the identification of errors without correction. Behavioural errors include difficult decisions, dependency, failure to take advantage of assistance provided, lack of initiative, distractibility, lack of engagement with the environment, dangerous behaviour, inappropriate behaviour and interventions by the therapist. Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY

   Time frame: "eEFEe" visit : Between Day 0 and Day 60

3. Performance on ecological assessments of executive functions in children (eEFEe test)

   administration time for each assessment on the eEFEe test. Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY

   Time frame: 'eEFEe' visit: between Day 0 and Day 60

4. Performance on ecological assessments of executive functions in children (eEFEe test)

   Assessment of task habituation For each task, the participant is asked whether they usually perform it in their daily life. They can answer either "yes" or "no." Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY

   Time frame: 'eEFEe' visit: between Day 0 and Day 60

Secondary outcomes

1. Correlation with social cognition assessments

   Relationship between eEFEe task performance and standardized social cognition tests

   Time frame: At the end of the study, when all the data have been collected

2. Correlation with standardized cognitive assessments

   Relationship between eEFEe task performance and standardized cognitive tests

   Time frame: At the end of the study, when all the data have been collected

3. Influence of sociodemographic factors

   Collection of sociodemographic data : * Socio-professional category * Parents' educational level * Child's age * Birth order and sibling size * Family structure With the aim of correlating the results obtained on the eEFEe test with sociodemographic data (socio-professional category, parents' educational level, age, birth order and number of siblings, and family structure). Simple and adjusted linear regressions will be performed (Bravais-Pearson correlation).

   Time frame: Baseline Visit : Day 0

4. Age-related performance differences

   Collection of participants' age in order to assign them to an age category. With the aim of comparing the results obtained with the eEFEe tool across age groups. Means and medians of the scores obtained at the two evaluations will be compared using Student's t-tests or ANOVA when data follow a normal distribution, or using Wilcoxon and Kruskal-Wallis tests when normality is not met.

   Time frame: Baseline visit : Day 0