Investigating the pychometric caracteristics of a nw scale of executive function of delays and disturbances in executive functioning and learning: Scale of executive functions, attention and learning performance

many tools have ever been constructed to determine dimensions of the executive functions. But there was no tool which could provide basic executive functions and learning-educational fields for identifying the disturbance and delay of the children and adolescentschr('39') executive functions and learning performance.

this study aimed at reviewing the psychometric indices of the Persian versions of executive functioning and the performance and learning of )Castellano, Kronenberger and Pisoni,2018) scale to identify the disturbance and delay on performance and learning functions.

the design of present study was descriptive - correlation; factor analysis. The statistical population consisted of all 7-17-year-old children and adolescents, among which 456 individuals were selected through random sampling method. In order to collect data, the Behavior Rating Inventory of Executive Function scale of Gioia et al. (2000), shortened CHAOS (Conduct- Hyperactive- Attention Problem- Oppositional Symptom) scale of Levy et al. (2013), Learning, Executive, and Attention Functioning scale (LEAF) of Castellano et al. (2012), Goldenchr('39')s Stroop Color and Word Rest (1978), and neuro-psychological tools including Yamaguchi and Proctor (2012) test of assignment progress and Woodcockchr('39')s (2001) Tests of Achievement were used.

analytic results of confirmative factor indicate the desirable practice of the model with the data. Results of Cronbachchr('39')s alpha coefficient (0.90) showed the internal consistency of the scale. Furthermore, the correlation between executive function scale, attention performance and learning and associated micro scales behavior rating inventory of executive function, conduct- hyperactive- attention problem- oppositional symptom, and neuro-psychological signals indicates great internal and structural validity among the behavioral checklists.

The results of the study demonstrated that the scale of executive functions, attention performance and learning are reliable and valid tools to be applied in experimental research, and even clinical atmosphere to identify individuals who face deficiencies or delay on performance functions and educational problems.