## 5 Conclusions  
In conclusion, the present results support and advance the evidence on the validity of the tele-assessment of the cognitive functions of children, also for higher-order abilities such as EF. They also offer a series of helpful directions to guide the clinicians in using tele-assessment and interpreting the results. In line with the recent APA guidance on psychological tele-assessment [10], it is important for the psychologist to know the limits of tele-assessment and to consider if this approach is appropriate given the referral question, evidence, client characteristics, and his/her access to adequate assessment space and conditions (i.e., a quiet room, a safe, and a functional connection). In addition, clinicians must be aware of the possible limitations of remote evaluation and think through the quality of the data collected, as aspects such as low task comprehension or technical issues can affect performances and are not easily detected in cases of remote evaluation. Overall, the study shows that tele-assessment is a valuable tool that brings many benefits to the cognitive assessment of children, but it cannot replace face-to-face assessment, which still appears more appropriate in certain circumstances. The following are available online at [[https://www.mdpi.com/article/10.3390/app13031728/sl](https://www.mdpi.com/article/10.3390/app13031728/sl)]([https://www.mdpi.com/article/10.3390/app13031728/sl](https://www.mdpi.com/article/10.3390/app13031728/sl)). Figure S1: means and standard deviations for each measure of the Go/NoGo task by class, Figure S2: means and standard deviations for each measure of the single-rule flanker task by class, Figure S3: means and standard deviations for each measure of the N-back task by class, Figure S4: means and standard deviations for each measure of the mixed-rule flanker task by class, Figure S5: means and standard deviations of the percentage of accuracy on DPT by class,Table S1: estimated marginal means of accuracy condition (congruent-incongruent) * class* AM for blocks 1 and 2 in the flanker task, and Table S2: estimated marginal means of accuracy condition (congruent-incongruent) * class* AM for block 3 in flanker task. Conceptualization, C.B., G.M.M., C.P., C.R. ([PERSON]), C.R. ([PERSON]), L.T., M.C.U. and P.V. ; methodology, G.M.M., C.P., M.C.U. and P.V. ; software, A.F. ; formal analysis, C.R. ([PERSON]) and M.C.U. ; investigation, A.C., A.M., C.R. ([PERSON]), C.R. ([PERSON]) and L.T. ; resources, A.C., A.F., G.M.M., A.M., C.P., C.R. ([PERSON]), C.R. ([PERSON]), L.T., M.C.U. and P.V. ; data curation, C.R. ([PERSON]), C.R. ([PERSON]) and M.C.U. ; writing--original draft preparation, C.R. ([PERSON]) and M.C.U. ; writing--review and editing, G.M.M., C.P., C.R. ([PERSON]), L.T. and P.V. ; visualization, C.R. ([PERSON]) and M.C.U. ; supervision, G.M.M., C.P., M.C.U. and P.V. ; project administration, G.M.M., C.P., M.C.U. and P.V. ; funding acquisition, G.M.M., C.P. and P.V. All authors have read and agreed to the published version of the manuscript. This research was founded by the Ministry of Education University and Research, grant number 1760961. The study was conducted according to the guidelines of the Declaration of Helsinki and was approved by the Ethics Committee of the University of Genoa (protocol code 2022/16, 17/02/2022). Informed Consent Statement: Informed consent was obtained from all parents of the subjects involved in the study. The data presented in this study are available on request from the corresponding authors. The data are not publicly available due to privacy restrictions. The authors declare no conflict of interest. References  
[PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; [PERSON]; et al. Agreement between telehealth and face-to-face assessment of intellectual ability in children with specific learning disorder. _J. Telemed. Telecare_**2019**, _25_, 431-437.