Validating the Behavior Rating Inventory of Executive Functioning for Children With ADHD and Their Typically Developing Peers. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Davidson, Fiona; Cherry, Kathlyn; Corkum, Penny
• Is Part Of: Applied neuropsychology. Volume 5:Issue 2(2016)
• Page Start: 127
• Page End: 137
• Publication Date: 2016-04-02
• Subjects: attention-deficit hyperactivity disorder -- Behavior Rating Inventory of Executive Functioning -- executive functioning -- performance-based measure -- school-aged children; Pediatric neuropsychology -- Periodicals; Neuropsychology -- Periodicals; Brain -- Physiology -- Periodicals; Brain -- Imaging -- Periodicals; Nervous system -- Diseases -- Diagnosis -- Periodicals; Nervous system -- Diseases -- Treatment -- Periodicals; 618.928
• DOI: 10.1080/21622965.2015.1021957
• Languages: English
• ISSNs: 2162-2965

Abstract

Abstract : The Behavior Rating Inventory of Executive Functioning (BRIEF) has been widely used both clinically and in research for measuring executive functioning (EF) in children with attention-deficit hyperactivity disorder (ADHD). This study examined the concurrent validity of the BRIEF (both parent and teacher ratings) compared to performance-based measures of EF in children with ADHD compared to typically developing (TD) children. The authors assessed 20 children with ADHD and 20 TD controls on 4 EF domains—working memory, planning, inhibition, and set shifting—using the BRIEF and performance-based measures of EF. Children (aged 8–12 years old) with ADHD demonstrated more EF impairment than their TD peers on both questionnaire- and performance-based measures. Ratings on questionnaire- and performance-based measures did not uniquely correlate with each other. Questionnaire-based measures were better at discriminating between children with ADHD and TD children, specifically BRIEF parent ratings, and discrimination depended mostly on the Working Memory, Plan/Organize, and Inhibit subscales. The BRIEF has clinical utility for discriminating between children with ADHD and their TD peers; however, some limitations exist for interpretation of the BRIEF, and it should be used with caution in the assessment and diagnosis of ADHD.