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Research Article  |   September 2008
Development of a Performance Assessment of Executive Function: The Children’s Kitchen Task Assessment
Author Affiliations
  • Kristy Rocke, OTD, OTR/L, is a graduate of the Washington University School of Medicine Program in Occupational Therapy, St. Louis, MO
  • Paige Hays, MS, OTR/L, is a graduate of the Washington University School of Medicine Program in Occupational Therapy, St. Louis, MO
  • Dorothy Edwards, PhD, is Associate Professor, Kinesiology–Occupational Therapy, Neurology, and Medicine, University of Wisconsin–Madison, Madison, WI
  • Christine Berg, PhD, OTR/L, is Instructor, Program in Occupational Therapy and Neurology, Washington University School of Medicine, 4444 Forest Park Avenue, St. Louis, MO 63108; cberg@wustl.edu
Article Information
Children and Youth
Research Article   |   September 2008
Development of a Performance Assessment of Executive Function: The Children’s Kitchen Task Assessment
American Journal of Occupational Therapy, September/October 2008, Vol. 62, 528-537. doi:10.5014/ajot.62.5.528
American Journal of Occupational Therapy, September/October 2008, Vol. 62, 528-537. doi:10.5014/ajot.62.5.528
Abstract

OBJECTIVE. This study developed and explored the validity of the Children's Kitchen Task Assessment (CKTA), a performance assessment of executive function.

METHOD. The development of the CKTA is described. Children were given the CKTA and neuropsychological assessments of executive functioning. Parents completed the Parent Behavior Rating Inventory of Executive Function (Parent BRIEF).

RESULTS. Forty-nine typically developing children ages 8 to 12 years participated in this study. Interrater reliability and internal consistency were established. Preliminary evidence of discriminant validity was reflected in significant differences on neuropsychological tests and the Parent BRIEF between high- and low-scoring CKTA groups. Age-related differences in CKTA performance further supported discriminant validity. Support for concurrent validity was observed in moderate correlations with established neuropsychological tests.

CONCLUSION. Preliminary results suggest the CKTA is a valid performance assessment that evaluates the level of cognitive assistance children require to complete a challenging functional activity.