Reliability of Informant-Report Measures of Executive Functioning in Children With Down Syndrome

Abstract

The current study evaluates the psychometric properties of the Behavior Rating Inventory of Executive Function (BRIEF) with children with Down syndrome. Caregivers of 84 children with Down syndrome rated their child's behavior with the BRIEF. Teacher ratings were obtained for 57 children. About 40% of children with Down syndrome were reported by parents, and 70% by teachers, to exhibit clinically significant challenges with executive functioning. Distribution of scores was normal, internal consistency for subscales was questionable to primarily excellent, and inter-rater reliability was poor to good. Normative data conversions controlled for age, IQ, and gender differences, with some exceptions. The study findings suggest that the BRIEF and its subscales generally performed in a psychometrically sound manner among children with Down syndrome.

Executive function in down syndrome children in Bogotá, Colombia

“…that greater cognitive skills are required in school owing to the requirement of systematic and constant learning of new concepts and skills. This suggests the need for different EFs such as shifting, compared with more routine and adaptive homework ( Esbensen et al., 2019 ; Sabat et al., 2020 ).…”

“…For instance, children in school are introduced to new concepts with greater frequency than at home, which means EFs such as inhibition and flexibility are further developed in this setting in order to effectively adapt to a changing environment ( Sabat et al., 2020 ). Furthermore, higher demands are expected for children in school regarding activities that involve planning, organizing and self- monitoring ( Esbensen et al., 2019 ). On the other hand, children experience a more predictable and constant routine at home, which means that EFs like inhibition and flexibility are less needed and others like working memory become essential ( Sabat et al., 2020 ).…”

“…There is currently no standardized test to evaluate EF in a DS population. Such a test is very much needed; however, the BRIEF and BRIEF-P have been used as appropriate psychometric tools to assess the cognitive components of EF in children with DS ( Esbensen et al., 2019 ). Some new tools to measure EF have also been proposed, such as the NIH Toolbox cognitive battery for intellectual disability, which has an excellent feasibility and sensitivity to determine cognitive phenotypes in specific syndromes such as DS ( Shields et al., 2020 ).…”

“…Previous study findings have shown that children and adolescents with DS have an appropriate performance according to their developmental age in EF domains related to affection, visual processing, receptive language and social behavior ( Di Nuovo and Buono, 2011 ; Dieleman et al., 2018 ; Fidler, 2005 ; Marchal et al., 2016 ). On the other hand, parents and teachers of children and adolescents with DS report a perception of underperformance in working memory and in domains like inhibition, shifting and attention ( Amadó et al., 2016 ; Borella et al., 2013 ; Daunhauer and Fidler, 2011 ; Daunhauer et al., 2014 ; Daunhauer, Gerlach-McDonald, Will and Fidler, 2017 ; Esbensen et al., 2019 ; Lee et al., 2011 ).…”

“…The main questions to analyze are how working memory, shifting, inhibition, attention, adaptive behaviors and planning and organize executive functions perform in Down syndrome according to their developmental age. Additionally, on the basis of previous study findings ( Daunhauer et al., 2014 ; Esbensen et al., 2019 ; Lee et al., 2011 ), we hypothesized that there would be differences in the overall perception of parents and teachers evidenced by a stronger clinical concern for the Global Executive Composite in teacher reports.…”