Executive functioning in three groups of pupils in D-KEFS: Selected issues in adapting the test battery for Slovakia

Abstract

The paper reports on the adaptation of a D-KEFS test battery for Slovakia. Drawing on concrete examples, it describes and illustrates the key issues relating to the transfer of test items from one socio-cultural environment to another. The standardisation sample of the population of Slovak pupils in the fourth year of primary school included 250 children with an average age of 9.7 years. The two comparative samples of the same age range were analysed at the same time. They included pupils from classes for gifted children (n = 55) and Roma children from socially disadvantaging environments (n = 50). The results manifested a significant skewness in most distributions of the D- -KEFS primary indicator raw scores. The nature of the skewness suggests that these indicators are more sensitive at discriminating the performance of weaker children but not at discriminating within the above-average performance range. The distribution in the Roma children sample was skewed to the opposite value. Most of the Roma children found the tests from the D-KEFS battery, especially those based on verbal materials, too difficult and so it only differentiated results achieved by the best in the group. Comparisons of the mean scores in all the primary indicators (One-way ANOVA) highlight the need to establish specific norms for the standard population of Slovak children on the one hand and for Roma children from socially disadvantaging environment on the other

Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics

“…Several studies suggest that children with weaker executive functions tend to perform poorly on mathematics, at the preschool age [14], and in primary [15], as well as in secondary, education [16]. One study [17] suggested that children with a Roma background in Slovakia did indeed score significantly lower on executive functions than children with a majority background. However, to date, it has not been researched whether an intervention targeting executive functioning would also be effective for the mathematics performance of children with a Roma background.…”

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children

“…Dočkal and Filípková [ 10 ] found similar results using a sample of Romani children. Ferjenčík, Slavkovská, and Kresila [ 11 ] stressed the need to develop specific standards for testing the cognitive abilities of Romani children, especially those from culturally disadvantaged backgrounds.…”

“…Ferjenčík [ 11 ] also points to the inappropriateness of using a generalized approach for assessing children’s cognitive abilities from culturally disadvantaged backgrounds. Most tests of intelligence and cognitive ability were developed and standardized on the majority population; to be useful for assessing children from culturally disadvantaged backgrounds, these tests need to undergo a thorough adaptation process, and special standards need to be developed.…”

Assessment of Roma Children from Socially Disadvantageous Environment

“…Porovnanie oboch skupín môžeme raz vidieť v kontexte dosiahnutého hrubého skóre, druhý raz v kontexte noriem vytvorených pre majoritnú populáciu. Prezentované dáta pochádzajú z adaptácie D-KEFS tak, ako sme o nej referovali na inom mieste (Ferjenčík, Slavkovská, & Kresila, 2015).…”