Discriminant validity of the Behavior Rating Inventory of Executive Function Parent Form for children with attention-deficit/hyperactivity disorder.

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder, with concomitant executive function deficits often being the focus of empirical and clinical investigation. This study explored the validity of the Behavior Rating Inventory of Executive Function Parent Form (BRIEF;Gioia, Isquith, Guy, & Kenworthy, 2000) for children with ADHD and a matched control sample. Fifty-eight children with ADHD (69% with comorbidity) and 58 matched controls were found to exhibit statistically ( p Ͻ .001) and clinically significant group differences on the BRIEF scales. Discriminant function analyses revealed that the Behavior Regulation and Metacognition Indexes accurately classified 82% of the sample (86% of controls and 79% of children with ADHD correctly identified). The Behavior Regulation Index was found to make the most significant contribution overall to the discriminant function, consistent with arguments that response inhibition is the primary deficit in ADHD. Implications and future research are discussed.

Much ado about norming: The Behavior Rating Inventory of Executive Function

“…Since publication in 2000, the BRIEF has been widely used in school and clinical settings as well as in a wide variety of research studies involving children and adolescents who are typically developing and those with developmental disorders, medical illness, neurological disorders, and psychiatric disorders (for review, see Isquith, Roth, & Gioia, 2013;. It is one of the most sensitive measures to attention deficit/ hyperactivity disorder (ADHD; Reddy, Hale, & Brodzinsky, 2011;Toplak, Bucciarelli, Jain, & Tannock, 2008) and to changes following brain injury (Chevignard, Soo, Galvin, Catroppa, & Eren, 2012), has been widely used to assess outcome following a variety of interventions (Isquith, Roth, Kenworthy & Gioia, 2014) and is associated with academic performance (for review, see Roth et al, 2014). There are over 400 peer-reviewed publications supporting the reliability, validity, and clinical utility of the BRIEF.…”

Validating the Behavior Rating Inventory of Executive Functioning for Children With ADHD and Their Typically Developing Peers

“…ADHD is commonly associated with difficulties in response inhibition and poor working memory (Barkley, 2011;Schachar, 2010), both of which are components of executive functioning (EF; Reddy, Hale, & Brodzinsky, 2011). EF is a higher-order cognitive process and is composed of a multitude of complex functions that humans use on a daily basis, such as: planning, response inhibition, mental=cognitive flexibility, working memory, initiation, and set shifting (Anderson, 2002;Silver, 2014).…”

“…A recent study revealed that parents rated a sample of children aged 6 to 16 years old with ADHD significantly higher on all subscales of the BRIEF as compared with their TD peers (Reddy et al, 2011). Research on adolescents also indicated that based on both parent and teacher ratings, adolescents with ADHD were rated significantly higher than TD peers on the Working Memory, Inhibit, Plan=Organize, and Shift subscales (Toplak et al, 2009), and ratings for the ADHD group were above the clinical cutoff, with the exception of the parent rating for the Shift subscale.…”

It Is Time to Rethink Central Auditory Processing Disorder Protocols for School-Aged Children

“…The BRIEF was standardized and validated for use with boys and girls, and the sample used to establish normative data included a "range of racial and socioeconomic backgrounds and geographic locations, including inner city, urban, suburban, and rural environments" (Gioia et al, 2000, p. 5). Reddy, Hale, and Brodzinsky (2011) reported that the BRIEF yields "high internal consistency, with correlations ranging from .80 to .98, good test-retest reliability, and has moderate interrater reliability between parents and teacher ratings for the normative group" (p. 48). The researchers found the BRIEF to be valid in assessing school-aged children and adolescents, specifically those with ADHD, compared with a control sample.…”