Performance-based neuropsychological assessment tools for executive function among preschoolers in China: A systematic review

Abstract

Objective: There is an increasing demand for the assessment of executive function (EF) among Chinese preschoolers. However, there exists methodological and cross-cultural challenges of performance-based EF assessment. The current review aims to 1) identify and summarize the current application of performance-based EF assessment tools for Chinese preschoolers in China and 2) offer recommendation guidelines for different application scenarios, such as clinical or scientific research, and for related personnel.Method: A literature search was conducted from Web of Science, PubMed, PsycInfo, Scopus and China National Knowledge Infrastructure databases. We focused exclusively on performance-based tools assessing EF among children aged three to six years, encompassing tasks of inhibition, working memory, cognitive flexibility, reasoning, problem solving, and/or planning. Clinical (e.g. children with autism spectrum disorders) and multilingual populations residing outside of China (e.g. Chinese Americans) were excluded. Two authors independently screened, extracted, and evaluated each tool for characteristics (e.g. name, domain, type, version, language, approach of administration, and scoring) and sample information (e.g. sample size, age, and region). Results: A total of 98 articles were included, with 255 tools being identified that were further classified into 44 unique types, covering nine EF domains. Most tools were original or informally sinicized, with notable variations in tool selection, administration, and interpretation process. Given that a complete set of EF tools has not been identified as perfectly suitable for Chinese preschoolers, we also offered recommendations based on empirically adapted evaluation criteria. Conclusions: Our findings highlighted the need for appropriate adaptation, administration, and interpretation of the current EF tools.