## 4 Discussion
It shows that the two assessment modalities are equally valid when higher-order cognitive abilities, as those implicated in the self-regulation of thoughts and behavior, are considered. Second, the results on class-related differences in task performances show the instrument's ability to capture developmental differences, thus confirming its usefulness for clinical practice. Such results are in line with the existing literature, showing a continuous maturation of EF through childhood, with a period of accelerated development of EF up to 8 years, followed by a more gradual development in the subsequent years [15; 38]. Concerning sex-related differences, the results show that males are more impulsive, showing a lower accuracy score in the NoGo CR. In addition, males show faster responses in both Go/NoGo and flanker tasks in comparison to females. Such results are not unexpected, as higher inhibitory abilities in females are well recognized [39; 40; 41; 42]. As repeatedly replicated in the literature, the correlations between cognitive EF measures are low to moderate [23]. The absence of association between RTs in the shifting task and the other EFs measures, except for inhibitory measures, suggests being cautious in using this indicator in the assessment of EF because fast or slow RTs can be influenced by individual differences and do not necessarily correspond to a high or low level of performance in shifting. The literature shows that RTs as measures of shifting are often uncorrelated with working memory measures, therefore suggesting the use of combined accuracy-RT measures. Another non-negligible aspect concerns the delayed differentiation of dimensions such as shifting [20] that may require a thorough interpretation of the results, especially until middle childhood. Indirect and direct measures of EFs are significantly associated with each other, even if all coefficients are small, indicating an expected low association between the considered measures [23]. Consistently to the literature, the interrater correlation is moderate [23]. Considering that parent reports appear to be poorly correlated with the direct measures, especially for RTs or planning measures, we may hypothesize that parents may focus on different aspects of their child's performance and are less sensitive to characteristics such as timing. Thus, different raters' reports reflect non-overlapping information in EFs-related behaviors; in addition, they may be differently affected by the raters' biases, such as halo and leniency bias. In other words, the teacher reports provide information on EFs-related behaviors more strictly associated with the cognitive measures of EFs. Even though our results support the feasibility of the remote cognitive assessment, some considerations had to be thought about when choosing the tele-assessment. First, in tele-assessments, interactions are technology-mediated, with possible consequences on the child's behavior and compliance during testing. A further variable is the family and the child's access to technology. For instance, a socio-economically disadvantaged family may not have the necessary devices or be familiar enough with them [11]. In addition, children with impaired motor functions may not be able to use the keyboard as required by the tele-assessment tool. This is an important limitation of remote assessment and telehealth in general; however, the positive impact of tele-assessment is still considerable. For example, it can be an important resource for public services. The possibility to use tele-assessment with at least some of the service afferents reduces the number of in-person accesses, which can then be devoted to a greater extent of those cases that do not allow the use of tele-assessment because of their SES or other conditions. In general, although there is no doubt that tele-assessment is not appropriate in all cases, having a tool to choose which mode of assessment to adopt is an important breakthrough for clinicians. Anotherimportant factor to consider concerns the age of the children.