EXECUTIVE FUNCTIONS IN CHILDREN AND ADOLESCENTS: THE TYPES OF ASSESSMENT MEASURES USED AND IMPLICATIONS FOR THEIR VALIDITY IN CLINICAL AND EDUCATIONAL CONTEXTS

Executive functions involve a wide range of processes related to the regulation of thinking, behaviour and the emotional state. Given the variety of components that fall under the umbrella of this construct, it is not surprising that its evaluation often involves some difficulties. In this sense, although numerous studies have shown the relevance of these components as determining factors in the academic achievement and social adaptation of children and young people, as well as demonstrating their usefulness in the diagnosis and intervention of several clinical problems that are typical of these stages, aspects such as the criticized ecological validity of the traditionally used assessment measures impose certain limitations on the validity and generalizability of the information obtained by means of these tools. The present paper analyses the characteristics of the most widely used assessment measures of executive functions and their applicability in clinical and educational settings. A series of practical implications arises from this analysis.