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Although there remains considerable debate as to pre-cisely what cognitive abilities comprise executive func-tioning (EF; Lyon & Krasnegor, 1996), commonly iden-tified component processes include: the ability to inhibit irrelevant information or task sets, shifting set or men-tal flexibility, and the ability to hold and update informa-tion in working memory (Baddeley, 1996; Miyake et al., 2000). Generally, EF encompasses the skills necessary for purposeful, goal-directed activity across time or task de-mands (Lezak, 1993; Shallice, 1990; Stuss, 1992). EF plays an important role in many aspects of child development, particularly with regard to certain developmental dis-orders such as autism and attention deficit hyperactiv-ity disorder (Ozonoff & Jensen, 1999), prematurity (Espy et al., 2003), and in relation to learning difficulties asso-ciated with reading, comprehension, and mathematic