The aim of this interventional study is to develop a normative reference for the ecological assessment of executive functions in children and adolescents using the eEFEe tool. Executive functions are high-level cognitive abilities that support planning, behavioral regulation, and problem solving in everyday life. Current neuropsychological tests often fail to reflect real-life functioning. The eEFEe tool was designed to assess these abilities through tasks that simulate daily situations. The study will include healthy children and adolescents aged 7 to 18 years, enrolled in regular schools in France. Participants will complete the eEFEe ecological tasks, as well as standardized cognitive and social cognition assessments, and parents will provide sociodemographic information. Results from this study will be used to establish reference norms for the eEFEe tool and to examine how executive function performance varies according to age, cognitive development, and sociodemographic factors. These normative data will later support the clinical use of the eEFEe tool to better identify executive difficulties in children and adolescents.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
BASIC_SCIENCE
Masking
NONE
Enrollment
144
Children/Adolescents: Complete the eEFEe ecological executive function tasks (six daily-life tasks adapted to age) and standardized cognitive and social cognition tests (NEPSY-II, WISC-V/WAIS, Rey Figure, etc.). Sessions are video-recorded for later scoring. Parents/Legal Guardians: Complete a sociodemographic questionnaire and the BRIEF Parent Form to assess executive-related behaviors in daily life.
LP3C - Université Rennes II
Rennes, France
Number of successful actions on ecological assessments of executive functions in children (eEFEe test)
The eEFEe consists of six everyday tasks, adapted for different age groups in line with clinical and educational practices in the field. Each task is divided into several steps. Each step is scored according to the level of completion. An overall success score is assigned to each task. A high score indicates that the task has been successfully completed, while a low score indicates partial completion or failure to complete the task. The tasks in question are: * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY
Time frame: "eEFEe" visit : Between Day 0 and Day 60
Number of errors on ecological assessments of executive functions in children (eEFEe test)
Number of errors on the eEFEe test. The number of errors that occurred during the task is recorded. These are categorised into two types: action errors and behavioural errors. Action errors include omissions, incomplete actions, additional actions, sequencing errors and the identification of errors without correction. Behavioural errors include difficult decisions, dependency, failure to take advantage of assistance provided, lack of initiative, distractibility, lack of engagement with the environment, dangerous behaviour, inappropriate behaviour and interventions by the therapist. Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY
Time frame: "eEFEe" visit : Between Day 0 and Day 60
Performance on ecological assessments of executive functions in children (eEFEe test)
administration time for each assessment on the eEFEe test. Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY
Time frame: 'eEFEe' visit: between Day 0 and Day 60
Performance on ecological assessments of executive functions in children (eEFEe test)
Assessment of task habituation For each task, the participant is asked whether they usually perform it in their daily life. They can answer either "yes" or "no." Test tasks : * Document sorting * Board game * Swimming bag and school bag * Vidéo game * Cooking * DIY
Time frame: 'eEFEe' visit: between Day 0 and Day 60
Correlation with social cognition assessments
Relationship between eEFEe task performance and standardized social cognition tests
Time frame: At the end of the study, when all the data have been collected
Correlation with standardized cognitive assessments
Relationship between eEFEe task performance and standardized cognitive tests
Time frame: At the end of the study, when all the data have been collected
Influence of sociodemographic factors
Collection of sociodemographic data : * Socio-professional category * Parents' educational level * Child's age * Birth order and sibling size * Family structure With the aim of correlating the results obtained on the eEFEe test with sociodemographic data (socio-professional category, parents' educational level, age, birth order and number of siblings, and family structure). Simple and adjusted linear regressions will be performed (Bravais-Pearson correlation).
Time frame: Baseline Visit : Day 0
Age-related performance differences
Collection of participants' age in order to assign them to an age category. With the aim of comparing the results obtained with the eEFEe tool across age groups. Means and medians of the scores obtained at the two evaluations will be compared using Student's t-tests or ANOVA when data follow a normal distribution, or using Wilcoxon and Kruskal-Wallis tests when normality is not met.
Time frame: Baseline visit : Day 0
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