Purpose: Assess impairment of executive function
Time: 10-15 minutes to administer; 15-20 minutes to score
The BRIEF consists of two rating forms--a parent questionnaire and a teacher questionnaire--designed to assess executive functioning in the home and school environments. The BRIEF is useful in evaluating children with a wide spectrum of developmental and acquired neurological conditions, such as:
* Learning disabilities.
* Low birth weight.
* Attention-deficit/hyperactivity disorder.
* Tourette's disorder.
* Traumatic brain injury.
* Pervasive developmental disorders/autism.
Each BRIEF questionnaire contains 86 items in eight nonoverlapping clinical scales and two validity scales. These theoretically and statistically derived scales form two broader Indexes: Behavioral Regulation (three scales) and Metacognition (five scales), as well as a Global Executive Composite score. Factor analytic studies and structural equation modeling provide support for the two-factor model of executive functioning as encompassed by the two Indexes. Validity scales measure Negativity and Inconsistency of responses.
|Behavioral Regulation||Inhibit, Shift, Emotional Control|
|Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor|
* Reliability--High internal consistency (alphas = .80-.98); test-retest reliability (rs = .82 for parents and .88 for teachers); and moderate correlations between teacher and parent ratings (rs = .32-.34).
* Validity--Convergent validity established with other measures of inattention, impulsivity, and learning skills; divergent validity demonstrated against measures of emotional and behavioral functioning; Working Memory and Inhibit scales differentiate among ADHD subtypes.
* Normative data based on child ratings from 1,419 parents and 720 teachers from rural, suburban, and urban areas, reflecting 1999 U.S. Census estimates for SES, ethnicity, and gender distribution.
* Separate normative tables for both the parent and teacher forms provide T scores, percentiles, and 90% confidence intervals for four developmental age groups (5-18 years) by gender of the child.
* Clinical sample included children with developmental disorders or acquired neurological disorders (e.g., Reading Disorder, ADHD subtypes, TBI, Tourette's disorder, mental retardation, localized brain lesions, high functioning autism).
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