The Assessment of Executive Functioning Using the Delis Rating of Executive Functions (D-REF)

Rueter, Jessica

doi:10.1007/978-1-4614-8106-5_21

Cited by 2 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Executive function was measured by the short version of the Delis Rating of Executive Function (D‐REF), which involves 36 items ( Cronbach's alpha = 0.93 in this study) that assess executive function with respect to behavioural, emotional and cognitive dimensions among children and youth between ages 5 and 18. Respectively, each subscale assesses abilities to regulate behaviours, emotions and adapt cognitive functions to meet environmental demands (Delis, 2012; Rueter, 2014). Examples include “I say things that I wish I hadn't” (behavioural functioning), “people say that I get mad easily” (emotional functioning) and “I can't seem to concentrate on something for very long” (cognitive functioning).…”

Section: Methodsmentioning

confidence: 99%

Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

Huang

Cheung

et al. 2020

Health Soc Care Community

View full text Add to dashboard Cite

Latino youth are the largest and the fastest growing ethnic minority group in the U.S., and social‐emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social‐emotional skills of Latino pre‐adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social‐emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross‐sectional survey among a sample of Latino youth in fifth–sixth grades in northern New Jersey (N = 97, Mage = 11, 54% male), this study examines the association between their mindfulness and their social‐emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social‐emotional skills. Additionally, being male and being older both have marginally significant negative effect on social‐emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self‐compassion, may benefit Latino pre‐adolescents’ executive function, which in turn may exhibit as improved social‐emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

Huang

Cheung

et al. 2020

Health Soc Care Community

View full text Add to dashboard Cite

show abstract

“…Parents completed the D‐REF Emotional Functioning scale (eight items). The Emotional Functioning scale evaluates emotional control by assessing difficulty with emotional regulation, sensitivity to criticism, and interpersonal difficulties (Rueter, ). The scale includes items such as “Switches from happy to sad or mad quickly,” “Little setbacks make him/her very upset,” and “Moods change quickly for no reason.” This scale is age‐normed, and scores are reported as T scores with 50 representing the average score for a particular age.…”

Section: Methodsmentioning

confidence: 99%

Self‐Regulatory Profiles and Conduct Problems in Youth Referred to Juvenile Diversion

Piehler

Distefano

Ausherbauer

et al. 2019

J of Research on Adolesc

View full text Add to dashboard Cite

The current study utilized a person-centered approach to explore how self-regulatory profiles relate to conduct problems in an ethnically diverse sample of 197 adolescents referred to juvenile diversion programming. Utilizing a multidomain, multimethod battery of self-regulation indicators, three common profiles emerged in a latent profile analysis. The profiles represented an Adaptive group, a Cognitively Inflexible group, and an Emotionally Dysregulated group. Group membership was associated with severity and type of conduct problems as well as callous and unemotional traits. The Adaptive group demonstrated lower severity conduct problems when compared to the other groups. The Emotionally Dysregulated group was more likely to commit violent offenses and demonstrated higher levels of some callous and unemotional traits than youth characterized by cognitive inflexibility.While a number of theoretical models of subdomains of self-regulation have been proposed, dualsystems models have been widely adopted for their intuitiveness and practicality, particularly in the area of adolescent development (Steinberg, 2010).

show abstract

The Assessment of Executive Functioning Using the Delis Rating of Executive Functions (D-REF)

Cited by 2 publications

References 4 publications

Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

Mindfulness and social‐emotional skills in Latino pre‐adolescents in the U.S.: The mediating role of executive function

Self‐Regulatory Profiles and Conduct Problems in Youth Referred to Juvenile Diversion

Contact Info

Product

Resources

About