Assessing Executive Functions: Confirmatory Factor Analysis of the Yellow-Red Test in Bosnian Elementary School Students

Abstract

Executive functions (EF) have been significantly correlated with many important participant characteristics, including education, behavior, and overall health. Assessing EF in children is particularly important, as doing so can help clinicians develop programs for EF remediation. However, there is a limited understanding of comprehensive performance-based EF assessment tools for children. Our goal in the present paper was to conduct a Confirmatory Factor Analysis (CFA) of the Yellow-Red test, a performance-based EF measure, in a Bosnian sample of early elementary school students. Specifically, our participants were 180 children aged 8–11 years (M age = 9.6 years, SD = 1), including 83 girls and 97 boys. The CFA showed that the data fit well with both a unidimensional model (global EF) and a two-dimensional EF model, comprised of (i) working memory and (ii) inhibition plus cognitive flexibility. A comparison of these two models showed that the two-factor model was a statistically better fit to this sample’s performance than the unidimensional model. These results suggest that EF in this age group can be viewed as both a single construct and a multi-factor construct (with at least two-factors). The Yellow-Red Test, with its engaging and cross-cultural research base, is a useful instrument for detecting EF dysfunction, and it can provide valuable insights for informing tailored interventions.