71:(five scales), as well as a Global Executive Composite score that takes into account all of the clinical scales and represents the child's overall executive function. There are also two validity scales to measure Negativity and Inconsistency of responses. Scores on the Negativity scale measures the extent to which the respondent answered selected items in an unusually negative manner whereas scores on the Inconsistency scale indicate the extent to which the respondent answered similar items in an inconsistent manner.
191:
child and the family and observations of the child's behavior. Accordingly, high scores obtained on the BRIEF do not indicate a "disorder of executive function" but rather suggest a higher level of dysfunction in a specific domain of executive functions. Particular attention should also be paid to the
Inconsistency scale given that score equal or higher than 7 is indicative of a high degree of inconsistency in rater response.
44:
distribution of socioeconomic statuses. By design, the BRIEF is intended to provide a standardized method of asking multiple raters about executive functions in daily life in a manner that is not specific to any particular disorder. Because it is not disorder-specific, the BRIEF may be used to assess executive function behaviors in children and adolescents experiencing a wide range of difficulties, such as those related to
245:
higher scores on all of the BRIEF scales compared to children with no formal diagnosis. Children with a reading disorder showed greater difficulties on the
Working Memory and the Plan/Organize subscales of the Metacognitive Scale. The BRIEF has been less useful for distinguishing between children with ADHD and tourette syndrome.
244:
The BRIEF has also been useful for highlighting differences between ADHD and other diagnoses. For example, Pratt (2000) examined parent reports on the BRIEF for children (ages 6–11) who had a diagnosis of ADHD, ADHD and reading disorder (RD), RD only, or no diagnosis. Children with ADHD demonstrated
190:
When interpreting the data, it is important to remember that all results "should be viewed in the context of a complete evaluation". Clinical information gathered from the BRIEF questionnaire is best understood within the context of a full assessment that includes a description of the history of the
143:
The BRIEF is very simple to administer and only requires a copy of the form and a pencil. The parent form is filled out by a parent (preferably by both parents). The only important criterion is they need to have had recent contact with the child over the past six months. Similarly, the teacher form
240:
McCandless & O'Laughlin (2007) found that the
Metacognitive and Behavioral Regulation scales of the BRIEF are clinically useful for identifying children with and without ADHD. Specifically, the Metacognitive Scale (Working Memory subscale) is useful for identifying the presence of ADHD whereas
186:
for four developmental age groups (5–18 years) by gender of the child. T scores provide information about the child's individual scores relative to the scores of other respondents in the standardization sample. Percentiles represent the percentage of children in the standardization sample who fall
164:
s ≈ .32 – .34). Evidence for the convergent and divergent aspects of the BRIEF's validity comes through its correlation with other measures of emotional and behavioral functioning. The BRIEF has also demonstrated utility in differentiating clinical and non-clinical children and adolescents with
43:
The BRIEF was developed in 2000 to address limitations of available assessments in examining real-world expressions of behaviors related to executive function; the scale was normed on data from 1419 parents (815 girls and 604 boys) and 720 teachers (403 girls and 317 boys) from a representative
236:
The BRIEF is often used to evaluate ADHD in children and has been shown to be superior to other rating systems such as the
Behavior Assessment System for Children (BASC) as it taps into unique behaviors typically associated with the disorder (e.g., working memory, metacognitive skills)
34:
The 86-item questionnaire has separate forms for parents and teachers, and typically takes 10–15 minutes to administer and 15–20 minutes to score. Other versions of the BRIEF also exist for preschool children aged 2–5 (BRIEF-P), self-reports of adolescents aged 11–18 (BRIEF-SR), and
144:
can be filled out by any adult (teacher or aide) who has had extended contact with the child in a school setting during the past month. Multiple ratings across classrooms are strongly recommended, as they are useful for comparison purposes.
199:
The BRIEF is useful for evaluating children with a variety of disorders and disabilities. Specifically, it is often used for assessing executive functioning in children with developmental and/or acquired neurological conditions including:
177:
Raw scores for all scales of the BRIEF questionnaire can be computed with the
Software Portfolio (BRIEF-SP). This computer program provides separate normative tables for both the Parent and Teacher Forms in which figure T scores,
241:
the
Behavioural Regulation scale (Inhibit subscale) has demonstrated clinical utility at distinguishing between the inattentive and combined (i.e., inattentive and hyperactive) subtypes of the disorder.
156:
correlations and item-total correlations that had the highest probability of being informative for the clinician. The BRIEF has demonstrated good reliability, with high test-retest reliability (
408:
544:
Pratt, B.M. (2000). "The comparative development of executive function in elementary school children with reading disorder and attention deficit/hyperactivity disorder".
122:: Ability to anticipate future events; to set goals; to develop steps; to grasp main ideas; to organize and understand the main points in written or verbal presentations.
31:
behaviors at home and at school for children and adolescents ages 5–18. It was originally developed by Gerard Gioia, Peter
Isquith, Steven Guy, and Lauren Kenworthy
482:
Jarratt, Kelly
Pizzitola; Cynthia A. Riccio; Becky M. Siekierski (2005). "Assessment of Attention Deficit Hyperactivity Disorder (ADHD) using the BASC and BRIEF".
563:
Mahone, E. Mark; Paul T. Cirino; Laurie E. Cutting; Paula M. Cerrone; Kathleen M. Hagelthorn; Jennifer R. Hiemenz; Harvey S. Singer; Martha B. Denckla (2002).
517:
McCandless, Stephen; Liz O' Laughlin (2007). "The
Clinical Utility of the Behavior Rating Inventory of Executive Function (BRIEF) in the Diagnosis of ADHD".
160:
s ≈ .88 for teachers, .82 for parents) internal consistency (Cronbach's alphas ≈ .80 – .98), and moderate correlations between parent and teacher ratings (
225:
166:
134:: Ability to check work and to assess one's own performance; ability to keep track of the effect of one's own behavior on other people.
116:: Ability to hold information when completing a task, when encoding information, or when generating goals/plans in a sequential manner.
375:
350:
325:
300:
602:
412:
213:
55:
As of 2013, the BRIEF had been translated into 40 different languages or dialects across the various versions of the questionnaire.
265:
Gioia, G.; Isquith, P.K.; Guy, S.C.; Kenworthy, L. (2000). "Test Review: Behavior Rating
Inventory of Executive Function".
63:
Each form of the BRIEF parent- and teacher- rating form contains 86 items in eight non-overlapping clinical scales and two
433:
Sullivan, Jeremy R (2007). "Diagnostic Group Differences in Parent and Teacher Ratings on the BRIEF and Conners' Scales".
89:: Ability to move freely from one activity or situation to another; to tolerate change; to switch or alternate attention.
67:. These theoretically and statistically derived scales form two indexes: Behavioral Regulation (three scales) and
565:"Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome"
153:
49:
209:
201:
128:: Ability to put order in work, play and storage spaces (e.g., desks, lockers, backpacks, and bedrooms).
45:
183:
108:: Ability to begin an activity and to independently generate ideas or problem-solving strategies.
28:
468:
499:
450:
282:
205:
576:
526:
491:
442:
274:
221:
379:
354:
329:
304:
112:
64:
581:
564:
83:: Ability to control impulses (inhibitory control) and to stop engaging in a behavior.
596:
68:
179:
495:
278:
530:
446:
503:
454:
286:
152:
Questions selected for inclusion in the BRIEF were determined based on
409:"Behavior Rating Inventory of Executive Function Interpretive Report"
217:
52:, and various psychiatric conditions and medical issues.
95:: Ability to regulate emotional responses appropriately.
35:
self/informant-reports of adults aged 18–90 (BRIEF-A).
21:Behavior Rating Inventory of Executive Function
260:
258:
8:
16:Assessment of executive function behaviors
580:
402:
400:
398:
396:
224:. The BRIEF is most often used to assess
232:Attention deficit/hyperactivity disorder
226:attention deficit hyperactivity disorder
167:attention deficit/hyperactivity disorder
273:(3). Reviewed by Baron, I.S.: 235–238.
254:
7:
569:Archives of Clinical Neuropsychology
546:Dissertation Abstracts International
469:"Psychological Assessment Resources"
376:"Psychological Assessment Resources"
351:"Psychological Assessment Resources"
326:"Psychological Assessment Resources"
301:"Psychological Assessment Resources"
14:
214:pervasive developmental disorders
519:Journal of Attention Disorders
435:Journal of Attention Disorders
1:
582:10.1016/s0887-6177(01)00168-8
48:, attention, brain injuries,
75:Behavioral regulation scales
619:
173:Scoring and interpretation
496:10.1207/s15324826an1202_4
279:10.1076/chin.6.3.235.3152
187:below a given raw score.
126:Organization of Materials
603:Developmental psychology
531:10.1177/1087054706292115
447:10.1177/1087054707299399
148:Reliability and validity
484:Applied Neuropsychology
154:inter-rater reliability
50:developmental disorders
210:traumatic brain injury
27:) is an assessment of
267:Child Neuropsychology
202:learning disabilities
184:confidence intervals
100:Metacognition scales
29:executive function
206:tourette syndrome
93:Emotional Control
610:
587:
586:
584:
560:
554:
553:
541:
535:
534:
514:
508:
507:
479:
473:
472:
465:
459:
458:
430:
424:
423:
421:
420:
411:. Archived from
407:Isquith, Peter.
404:
391:
390:
388:
387:
378:. Archived from
372:
366:
365:
363:
362:
353:. Archived from
347:
341:
340:
338:
337:
328:. Archived from
322:
316:
315:
313:
312:
303:. Archived from
297:
291:
290:
262:
222:low birth weight
618:
617:
613:
612:
611:
609:
608:
607:
593:
592:
591:
590:
562:
561:
557:
543:
542:
538:
516:
515:
511:
481:
480:
476:
467:
466:
462:
432:
431:
427:
418:
416:
406:
405:
394:
385:
383:
374:
373:
369:
360:
358:
349:
348:
344:
335:
333:
324:
323:
319:
310:
308:
299:
298:
294:
264:
263:
256:
251:
234:
197:
175:
150:
141:
102:
77:
65:validity scales
61:
41:
17:
12:
11:
5:
616:
614:
606:
605:
595:
594:
589:
588:
555:
536:
525:(4): 381–389.
509:
474:
460:
441:(3): 398–406.
425:
392:
367:
342:
317:
292:
253:
252:
250:
247:
233:
230:
196:
193:
174:
171:
149:
146:
140:
139:Administration
137:
136:
135:
129:
123:
117:
113:Working Memory
109:
101:
98:
97:
96:
90:
84:
76:
73:
60:
57:
40:
37:
15:
13:
10:
9:
6:
4:
3:
2:
615:
604:
601:
600:
598:
583:
578:
574:
570:
566:
559:
556:
551:
547:
540:
537:
532:
528:
524:
520:
513:
510:
505:
501:
497:
493:
489:
485:
478:
475:
470:
464:
461:
456:
452:
448:
444:
440:
436:
429:
426:
415:on 2011-04-09
414:
410:
403:
401:
399:
397:
393:
382:on 2014-04-29
381:
377:
371:
368:
357:on 2014-04-29
356:
352:
346:
343:
332:on 2014-04-29
331:
327:
321:
318:
307:on 2014-04-29
306:
302:
296:
293:
288:
284:
280:
276:
272:
268:
261:
259:
255:
248:
246:
242:
238:
231:
229:
227:
223:
219:
215:
211:
207:
203:
194:
192:
188:
185:
181:
172:
170:
168:
163:
159:
155:
147:
145:
138:
133:
130:
127:
124:
121:
120:Plan/Organize
118:
115:
114:
110:
107:
104:
103:
99:
94:
91:
88:
85:
82:
79:
78:
74:
72:
70:
69:Metacognition
66:
58:
56:
53:
51:
47:
38:
36:
32:
30:
26:
22:
572:
568:
558:
549:
545:
539:
522:
518:
512:
490:(2): 83–93.
487:
483:
477:
463:
438:
434:
428:
417:. Retrieved
413:the original
384:. Retrieved
380:the original
370:
359:. Retrieved
355:the original
345:
334:. Retrieved
330:the original
320:
309:. Retrieved
305:the original
295:
270:
266:
243:
239:
235:
198:
189:
176:
161:
157:
151:
142:
131:
125:
119:
111:
105:
92:
86:
80:
62:
54:
42:
33:
24:
20:
18:
575:: 643–662.
180:percentiles
59:Test format
419:2012-04-09
386:2012-04-09
361:2012-04-09
336:2012-04-09
311:2012-04-09
249:References
182:, and 90%
597:Category
504:16083397
455:17932389
287:11419452
169:(ADHD).
106:Initiate
46:learning
132:Monitor
81:Inhibit
39:History
502:
453:
285:
218:autism
87:Shift
25:BRIEF
500:PMID
451:PMID
283:PMID
195:Uses
19:The
577:doi
527:doi
492:doi
443:doi
275:doi
599::
573:17
571:.
567:.
550:60
548:.
523:10
521:.
498:.
488:12
486:.
449:.
439:11
437:.
395:^
281:.
269:.
257:^
228:.
220:,
216:,
212:,
208:,
204:,
585:.
579::
552:.
533:.
529::
506:.
494::
471:.
457:.
445::
422:.
389:.
364:.
339:.
314:.
289:.
277::
271:6
162:r
158:r
23:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.