Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample

TLDR

Despite theoretical progress in child neuropsychology, adolescent developmental features and standardized assessment of executive skills remain underexplored, limiting clinical practice. The study aims to investigate executive skills in late childhood and adolescence, addressing gaps in assessment and understanding of their maturation. The authors analyze a normative cohort of 138 children aged 11–17 years, charting executive skill development and relating findings to contemporary neurological and cognitive theory.

Abstract

Abstract Although there have been significant theoretical advances in the field of child neuropsychology, developmental features of adolescence have received less attention. Progress in clinical practice is restricted due to a lack of well-standardized, developmentally appropriate assessment techniques. This article addresses these issues in relation to executive skills. These abilities are targeted for 2 reasons: first, because they are often considered to be mature during late childhood and adolescence, despite limited investigation in this age range; and second, because of their central importance to efficient day-to-day functioning. Using a normative sample of 138 children, aged 11.0 to 17.11 years, this article plots the development of executive skills through late childhood and early adolescence and interprets progress in these skills with reference to current neurological and cognitive theory.