Theoretical and Statistical Derivation of a Screener for the Behavioral Assessment of Executive Functions in Children Mauricio A. Garcia-Barrera, Randy W. Kamphaus, and Deborah Bandalos University of Georgia The problem of valid measurement of psychological constructs remains an impediment to scientific progress, and the measurement of executive functions is not an exception. This study examined the statistical and theoretical derivation of a behavioral screener for the estimation of executive functions in children from the well-established Behavior Assessment System for Children (BASC). The original national standardization sample of the BASC–Teacher Rating Scales for children ages 6 through 11 was used (N = 2,165). Moderate-to-high internal consistency was obtained within each factor (.80 –.89). A panel of experts was used for content validity examination. A confirmatory factor analysis model with 25 items loading on 4 latent factors (behavioral control, emotional control, attentional control, and problem solving) was developed, and its statistical properties were examined. The multidimensional model demonstrated adequate fit, and it was deemed invariant after configural, metric, and scalar measurement invariance tests across sex and age. Given its strong psychometric properties, with further tests of item validity, this instrument promises future clinical and research utility for the screening of executive functions in school-age children. Keywords: screening, executive functions, instrument development, behavioral assessment, rating scale As awareness of the importance of executive functions grows, several efforts have been made to improve both its theoretical definition and the sophistication of measurement techniques to capture this complex function. Discussion about how to define executive functioning has unfolded into a series of debates about its configuration (i.e., unitary vs. diverse), its nature (i.e., biolog- ical or theoretical), and its composition (i.e., underlying compo- nents). In this plurality of debates, there are almost as many definitions of executive functions as there are researchers using the construct. The burst of newly developed instruments based in somewhat new models is a good example of this plurality. The most parsimonious definition of executive function in- cludes the idea of an organized system of abilities working toward the conception, monitoring, and execution of goal- directed behavior (Ardila, 2008; Jurado & Roselli, 2007; Royall et al., 2002). In reality, and as Elliot (2003) asserted, “there is no intuitive lay concept that incorporates the essence of exec- utive function” (p. 50). Recent work by Miyake et al. (2000) has demonstrated the utility of using sophisticated statistical modeling in the attempt to develop psychometrically derived or evidence-based models of executive functions. In this regard, this study presents a piloting statistical derivation of a behavioral screener based on four out of the five components of executive functioning proposed by Garcia- Barrera (2010). The original model includes a goal identification component labeled problem solving, an updating working memory component (not evaluated in this study), and three commonly identified cybernetic aspects of executive functioning: attentional control, behavioral control, and emotional control. The four com- ponents included in this study are briefly defined as follows. Executive Functioning: Theoretical Model Problem Solving The problem-solving construct is associated with goal identifi- cation and the subsequent initiation of behavior. Luria (1973) described problem solving in terms of the creation of intentions, plans, and programs; Lezak, Howieson, and Loring’s (2004) model defined it in terms of volition, planning, and purposive action; Fuster (2008) defined it in terms of the temporal organization of behavior; Royall et al. (2002) called the problem-solving functions executive cognitive functions; Denckla (2007) referred to problem solving as the how executive functions. In the model we propose, This article was published Online First January 17, 2011. Mauricio A. Garcia-Barrera, Randy W. Kamphaus, and Deborah Ban- dalos, Educational Psychology and Instructional Technology, University of Georgia. Mauricio A. Garcia-Barrera is now at the Department of Psychol- ogy, University of Victoria, Victoria, British Columbia, Canada. Randy W. Kamphaus is now at the Department of Counseling and Psychological Services, Georgia State University. Deborah Bandalos is now at the De- partment of Graduate Psychology, James Madison University. This research was conducted as the doctoral dissertation of Mauricio A. Garcia-Barrera and was supported in part by a University of Georgia Graduate School Dean’s Research Award. Preliminary analyses were pre- sented at the 35th (Portland, Oregon; February 2007) and 36th (Waikoloa, Hawaii; February 2008) International Neuropsychological Society annual meetings. Randy W. Kamphaus is a coauthor of the Behavior Assessment System for Children, and as such he receives royalties on sales. We acknowledge the valuable contributions of George W. Hynd, Jonathan Campbell, L. Stephen Miller, and Morris Cohen to the study conceptual- ization. Correspondence concerning this article should be addressed to Mauricio A. Garcia-Barrera, Department of Psychology, University of Victoria, P.O. Box 3050 STN SCS, Victoria, British Columbia, Canada V8W 3P5. E-mail: mgarcia@uvic.ca Psychological Assessment © 2011 American Psychological Association 2011, Vol. 23, No. 1, 64 –79 1040-3590/11/$12.00 DOI: 10.1037/a0021097 64