The aim of this research was to examine the differences in parental assessments of executive functions and to determine whether there are differences in executive functions after the age of ten in children with typical development and children with developmental disabilities. 61 parents of students with typical development and 30 parents of students with developmental disabilities participated in the research. The average age of parents of students with typical development is 38, while the average age of parents of students with disabilities is 41 years. One questionnaire was used for the examination: BRIEF-2, Questionnaire for parents. The obtained results show highly significant differences between children with developmental disabilities and children with typical development in behavior regulation, emotion regulation and cognitive regulation. In all three areas, parents of children with disabilities describe more problems with executive functions. Furthermore, regarding the difference in executive functions in children with typical development above the age of ten, it is evident that the only significant difference is in the regulation of behavior, that is, that the older group shows better inhibition of impulses and control over the effect of their own behavior on others. Unlike children with typical development, there are no significant differences between younger and older children with developmental disabilities in any aspect of executive functions, but here it should be borne in mind that the number of respondents is small, which limits the conclusions.