Prezi

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in the manual

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

BRIEF: Behavior Rating Inventory of Executive Function

Authors: Gerard A. Gioia, PhD, Peter K. Isquith, PhD, Steven C. Guy, PhD and Lauren Kenworthy, PhD
by Kate Myhre on 4 December 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of BRIEF: Behavior Rating Inventory of Executive Function

Authors: Gerard A. Gioia, PhD, Peter K. Isquith, PhD,
Steven C. Guy, PhD and Lauren Kenworthy, PhD BRIEF: Behavior Rating Inventory of Executive Function General Information General Information General Information Norming Information General Information Norming Information Publisher: PAR, Psychological Assessment Resources Inc.

Date Published: 2000

Age Range: 5 to 18 years

Admin Time: 10-15 minutes to administer; 15-20 minutes to score. Alternative Form:
No
Parent Form
Teacher Form
Other Tests:
Behavior Rating Inventory of Executive Function®–Self-Report Version (BRIEF®-SR)
Behavior Rating Inventory of Executive Function®–Preschool Version (BRIEF®-P) Purpose of Test: "Assess impairment of executive function in the home and school environment"
Test structure
Eight clinical scales (Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor) and two validity scales (Inconsistency and Negativity) give the clinician a well-rounded picture of the behavior of the child or adolescent being rated.
The clinical scales form two broader Indexes (Behavioral Regulation and Metacognition) and an overall score, the Global Executive Composite.
The Working Memory and Inhibit scales differentiate among ADHD subtypes. User Qualifications: level B-
"A degree from an accredited 4-year college or university in psychology, counseling, or a closely related field PLUS satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; OR license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests." Standardization Sample Size:
Normative data are based on child ratings from 1,419 parents and 720 teachers from rural, suburban, and urban areas.

Sample Collection Dates:
2000 (based off of 1999 US Census) Content-related validation: Age Blocks: 1 year (poor)

Demographic Variability:
The clinical sample included children with developmental disorders or acquired neurological disorders (e.g., reading disorder, ADHD subtypes, traumatic brain injury, Tourette’s disorder, mental retardation, localized brain lesions, high functioning autism).

Average number of Students per age/grade interval: Validity Validity Reliability Test-retest reliability:
rs = .82 for parents
rs= .88 for teachers
Interpretation: Good for contributing to data pool Internal consistency reliability:
alphas = .80-.98
Interpretation: Good for contributing to data pool Inter-rater reliability:
Teacher to Parent correlation: =.35-.50
Interpretation: "Kindling" Scoring Composite Scores Provided/Kinds of Scores Available:
Separate normative tables for parent and teacher forms provide T scores, percentiles, and 90% confidence intervals for four developmental age groups by gender of the child. Computer Scoring Available: Yes General Inforamtion Item Presentation: Listed statements that describes behaviors.
Example: "Work is sloppy" and "Interrupts other" Response Modes: Answer all statements by circling best response.
N if the behavior is NEVER a problem
S if the behavior is Sometimes a problem
O if the behavior is Often a problem Adaptations/Accommodations: The BRIEF has been translated into over 30 different languages depending on the specific version in question. Apparent Gender/Ethnic Bias: No. Individual or Group Administration: Individual Overall Impressions/ Recommendation for use: The BRIEF provides a standardized way of asking multiple raters about executive functions in daily life in a manner that is not disease specific.

The BRIEF is useful for evaluating children with a variety of disorders and disabilities. Construct-related validation: "Because there were no extant rating scale measures of executive function in children, the multitrait-multimethod matrix was used to examine convergent and discriminant validity of the BRIEF with other presumably related versus unrelated measures." ADHD-Rating Scale IV
Child Behavior Checklist
Behavior Assessment System for Children BASC
Conners' Rating Scale Item Total Correlation: Parent Form:
Inhibit: .61-.73
Shift: .43-.59
Emotional Control: .56-.73
Initiate: .41-.57
Working Memory: .58-.68
Plan/Organize: .53-.71
Organization of Materials: .60-.71
Monitor: .49-.62 Teacher Form:
Inhibit: .77-.82
Shift: .61-.75
Emotional Control: .65-.81
Initiate: .68-.73
Working Memory: .54-.77
Plan/Organize: .61-.77
Organization of Materials: .68-.82
Monitor: .57-.75 Interpretation: .
3-.59 Acceptable
above .6 Excellent “The BRIEF was developed to have strong content validity.”
Items were selected from clinical interviews with parents and teachers to capture common descriptions and complaints that reflect behavior expressions of executive functions.
Agreement from several pediatric neuropsychologist and BRIEF authors about the fit of each item within intended scale.
Expert Panel of 12 pediatric neuropsychologist and BRIEF authors assigned each questionnaire item to primary scale. The BRIEF could not be compared with other measures of executive function (i.e. none were available), it could be compared to with more general measures of behavioral functioning in children.

For example: The working memory theoretically underlines attentional functioning, the BRIEF working memory scale should correlate with other measures of attention.
(Attention scales of the BASC)

At the same time the BRIEF scales should not correlate with measures of unrelated construct. (measures of anxiety and somatic complaints)
See the full transcript