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This study examines parents' perspectives of the participation patterns (frequency, involvement, and parental desire for change) in their adolescent children's everyday functioning with and without executive function deficit profiles. Parents of 81 adolescents (10-14) years) with executive function deficits (n = 41) and a matched group of parents of adolescents with typical development (n = 40) completed the Participation and Environment Measure for Children and Youth (PEM-CY) questionnaire. The questionnaire includes the adolescents' participation frequency and involvement in common everyday functions in three environments (home, school, and community) and parental desire for change. Parents of adolescents with executive function deficits reported that their children participated significantly less (in frequency and involvement) in many activities within each environment than parents of typically developing adolescents reported. Additional significant group differences were evident, particularly when comparing parental desires to change their adolescent children's participation. Each environment's characteristics regarding the structure level and different activity demands are discussed as a possible reason for these differences in participation. The challenges and complexity of raising a child with everyday functioning difficulties might be one reason for the differences in parents' desire for change.

This study explores Functional Individualized Therapy for Teenagers with Executive Deficits (FITTED) factors facilitating adolescents' improvement. At each of eight therapy sessions, 41 adolescents with executive function deficits and their parents wrote the primary concept they "took away." Experts categorized their answers by the FITTED model's main factors—goals, strengths, and strategies—adding child's difficulties for the parents' answers. Results describe answer frequencies by factor in each session. Across time, strengths and strategies dominated among adolescents, and strategies and difficulties among parents. Cognitive strategies are integral to the FITTED process for improving the daily functioning of adolescents with executive function deficits. [ABSTRACT FROM AUTHOR]

Introduction: High‐quality social interactions with peers could protect adolescents' mental health, resilience, and well‐being. Assessing their social interaction skills (SIS) is essential to enhancing them. However, few instruments provide information about SIS in in‐person and social media environments. The SIS Questionnaire (SISQ) was developed to fill this gap, spotlighting adolescents' viewpoints on SIS in both environments. This study aimed to describe the SISQ development and psychometric properties, differences in adolescents' SIS in both environments, and relationships between the adolescents' SIS and subjective well‐being. Methods: A total of 214 typically developed adolescents aged 12–18 (M = 15.3 years, SD = 1.77; 61.2% girls) completed online questionnaires (demographic, SISQ, and Five Well‐Being Index). We used exploratory factor analysis for construct validity, Cronbach's alpha for internal reliability, t‐tests for differences in SIS, Cohen's d for effect sizes, and Pearson correlations and hierarchical regression for relationships between SIS and well‐being. Results: The SISQ has content validity and a monofactorial scale construct validity with very good internal reliability. Participants rated their in‐person SIS significantly higher than on social media, t(213) = −5.24, p < 0.001, d = 0.36, and the in‐person environment as more important, t(213) = −11.57, p < 0.001, d = 0.79, than the social media environment. A significant correlation was found between both in‐person SIS (r = 0.41, p < 0.001) and social media (r = 0.34, p < 0.01) and well‐being. Conclusion: The SISQ is a valid, reliable tool for assessing adolescents' SIS, essential to promoting these skills in this unique environment. [ABSTRACT FROM AUTHOR]

Individuals with developmental coordination disorder (DCD) experience motor skill and executive function (EF) difficulties that challenge their daily activities. This systematic review aims to provide an in-depth analysis of the relationships between motor skills and EFs in studies among individuals with DCD. We conducted a systematic search of eight electronic databases for articles (published 1994–2021) reporting on quantitative studies that estimated relationships between motor skills and EFs when assessing children, adolescents and adults with DCD. Motor skills and EFs were assessed via reliable and validated assessment tools. Two reviewers independently screened the articles. We evaluated the quality of the selected articles according to EPHPP guidelines and the methodological quality of the assessments from these studies using the COSMIN checklist and reported results following the PRISMA-P checklist. This systematic review was registered in PROSPERO (CRD42019124578). A total of 30,808 articles were screened. Eleven articles met the inclusion criteria and were reviewed. Findings from nine studies demonstrated weak to strong correlations between aspects of motor skills and EFs. Limited evidence supports the relationships between motor skills and EFs among individuals with DCD. Occupational therapists should consider the possibility of this relationship and give more consideration to these components when planning intervention for individuals with DCD. [ABSTRACT FROM AUTHOR]

Background: Maintaining a balanced and diverse daily routine is one way to ease adolescents’ transition to adulthood. The absence of tools that assess adolescents’ daily routines led to developing the Daily Activities for Youth Opportunity (DAY-Opp) Questionnaire. This research describes the development, reliability, and validity of DAY-Opp as a clinical assessment tool of adolescents’ frequency, independence, and satisfaction with daily activities. Method: The sample of 117 typically developing adolescents (59 girls and 58 boys aged 11–19 years) divided into three age groups and completed the Hebrew version of the DAY-Opp. We statistically analyzed discriminant, concurrent, and predictive validity with the Pittsburgh Sleep Quality Index and the General Self-Efficacy Scale. Results: As the participants’ age rose, their activity frequency decreased, independence increased, and satisfaction from daily performance remained unchanged. Sleep habits and self-efficacy predicted the frequency, independence, and satisfaction in various daily routines. Conclusions: The DAY-Opp may enable occupational therapists to map and discuss with adolescents their strengths and challenges in daily routines and, thus, improve their occupational performance, satisfaction, and well-being. [ABSTRACT FROM AUTHOR]

Introduction: This study examines parents' perceptions of environmental factors in home, school and community settings on daily functioning of adolescents with executive function deficits. The aim was to map environmental supports and barriers and identify factors that predict functioning. Method: Parents of 81 adolescents (10–14 years) completed the Behavior Rating Inventory of Executive Function, Participation and Environment Measure for Children and Youth (PEM-CY) part B and Child Evaluation Checklist (CHECK). We used the BRIEF scores to form a group of adolescents with executive function deficits (n = 41) and a matched group with typical development (n = 40). Correlation and discriminate analyses compared environmental factors across groups (PEM-CY) and identified those that predict daily functioning (CHECK). Results: Compared to parents of adolescents with typical development, parents of adolescents with executive function deficits reported significantly more environmental barriers than supports (PEM-CY). School and community social demands of activity predicted the adolescents' current daily functioning (CHECK). Conclusion: Cognitive and social demands of activities appear to be common factors that limit functioning of adolescents with executive function deficits in home, school and community environments. The PEM-CY part B can promote awareness of the main support and barrier factors and help focus goals for efficient intervention programmes for these adolescents. [ABSTRACT FROM AUTHOR]

Importance: The Adult Executive Functioning Inventory (ADEXI)-a short, practical, self-report questionnaire accessible across diverse adult populations and languages-was used to assess executive functions (EFs), primarily inhibition and working memory., Objective: To examine the construct validity of the ADEXI Hebrew version through exploratory factor analysis (EFA) and convergent validity by correlating scores with similar measures of EF., Design and Setting: Cross-sectional study using online anonymous surveys., Participants: Nonclinical sample of 239 adults, 74.1% women, ages 18 to 80 yr (Mage = 44.19 yr, SD = 12.89)., Outcomes and Measures: The Hebrew version of the 14-item ADEXI, a demographic questionnaire, and the Dysexecutive Questionnaire (DEX)., Results: Descriptive statistics, Cronbach's α EFA using varimax rotation, and Pearson's correlations were used. Total internal consistency was good (α = .86). Unlike the two factors in the original English version, our construct validity through EFA revealed three factors-inhibition, working memory, and, uniquely, flexibility-that accounted for 55.71% of the variance. Convergent validity was supported by medium to large significant correlations (r =.29-.76) between the ADEXI and the DEX subscales and total scores., Conclusions and Relevance: Our findings offer psychometric evidence to support using the Hebrew version of the ADEXI for EF assessments in adult Hebrew-speaking populations. Plain-Language Summary: The Adult Executive Functioning Inventory (ADEXI) assesses three key components: inhibition, working memory, and cognitive flexibility. In this study, we examined the construct validity of the Hebrew version of the ADEXI to assess executive functions. Our findings support using the ADEXI in Hebrew-speaking populations. The ADEXI offers occupational therapy practitioners serving Hebrew-speaking populations in their practice a validated tool for assessing executive functions., (Copyright © 2024 by the American Occupational Therapy Association, Inc.)