Normative data for executive function tests in an Ecuadorian Waranka minority population

<b>Objective:</b> To generate normative data (ND) for executive functions tests in the Waranka minority population of Ecuador. <b>Method:</b> Four-hundred participants aged 6–17 completed the Symbol-Digit Modalities Test (SDMT), Trail-Making Test (TMT), Modified-Wisconsin Card Sorting Test (M-WCST), and Test of Colors-Words (STROOP). Scores were normed using multiple linear regressions, including age, age², natural logarithm of mean parent education (MPE), sex, bilingualism, and two-way interactions as predictors. <b>Results:</b> Age by MPE and Age² by MPE interactions arose for SDMT, so that children with illiterate parents scored lower than those with literate parents. Girls scored higher in SDMT. All TMT and M-WCST scores were influenced by age². Age by MPE interaction was found for TMT–A, so that children with higher MPE went faster; and age by bilingualism interaction for TMT–B, so that more bilingual children needed less time. Stroop-Word and Color were influenced by age² by MPE interaction, so that children, while older, scored higher, especially those with higher MPE. Also, age² by sex interaction arose, so that girls increased scores curvilinearly while boys linearly. Word-Color was influenced by age, while Stroop-interference by age². Age by MPE interaction was found for MCST-Categories and Perseveration, so that perseverations decreased to then increased, especially in those with illiterate parents. M-WCST-Category scores increased to then decrease later on age in children with illiterate parents. Z-scores calculated through indigenous ND were significantly lower than generated through non-indigenous norms. <b>Conclusions:</b> ND for minority populations are critical since Waranka sample performed worse when using non-indigenous norms for z-score calculation.