Behavior Rating Inventory of Executive Function ꟷ Preschool Version (BRIEF-P)
Portuguese version
Translation and adaptation: Cristina P. Albuquerque (Coord.), Alexandra Maria Gaudêncio, Ana Filipa Lopes, Sofia Major, Octávio Moura, Marcelino Pereira, Maria João Seabra-Santos, Manuela Vilar, Mário R. Simões.
Validation: Alexandra Maria Gaudêncio, Sofia Major, Octávio Moura, Carla Ferreira, Cristina P. Albuquerque, Maria João Seabra-Santos
Original version
Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior rating inventory of executive function - preschool version. Professional Manual. Psychological Assessment Resources.
Theoretical background
Executive functions (EF) include metacognitive processes associated with the regulation and management of cognition, emotions, and behavior. Research has confirmed that these functions undergo significant development at preschool age and are also predictors of behavioral, social, emotional adjustment, and academic achievement (Eng et al., 2022; Reilly et al., 2022). Therefore, assessing EF at this age, taking advantage of the window of opportunity that this period of development offers, allows for the design and implementation of targeted interventions with a higher likelihood of success.
Behavioral assessment scales are useful tools for assessing EF at this age, as they allow information to be gathered from multiple informants (e.g., parents and teachers). In this context, the BRIEF-P (Gioia et al., 2003) stands out as one of the FE assessment tools most cited in the literature and used in clinical practice. It was developed based on the BRIEF (Gioia et al., 2000), with the specific aim of assessing EF and detecting self-regulation difficulties in children aged between 2 and 5 years old.
Description
Assessment Domain: Executive functions.
Type of Instrument: Rating scale.
Number of items: 63 items.
Population: Adult (parents, teachers, others).
Dimensions
The BRIEF-P consists of 63 items organized into five scales (Inhibit, Shift, Emotional Control, Working Memory, and Plan/Organize), forming three composite indexes ꟷ Inhibitory Self-Control, Flexibility, and Emergent Metacognition ꟷ and an overall composite score, the Global Executive Composite. It also includes two validity scales: Inconsistency and Negativity.
The questionnaire was designed to be completed by parents, teachers, or any adult who knows the child in their various environments, such as home, school, or others. The studies carried out in Portugal produced norms for pre-school children, i.e. between the ages of 3 and 6 and a half. The validity studies with Portuguese children allow us to conclude that this is a solid instrument for early identification and characterization of deficits in EF. Its use can therefore contribute to the development of more precise and effective intervention strategies.
Studies
Studies are currently underway with a digital format of the BRIEF-P, aiming to explore its reliability and usefulness.
Reliability studies intended to assess agreement between various raters are also underway. This research aimed to understand the consistency and agreement between the assessments of different pairs of raters, including mothers and fathers, teachers and teaching assistants, as well as parents and teachers.
Validity studies are also being carried out to determine the relationship between the BRIEF-P and scores obtained with other behavioral inventories and rating scales answered by parents and teachers, as well as between BRIEF-P scores and assessments obtained in cognitive tests.
At the same time, research is being carried out to analyze the validity of BRIEF-P in clinical samples. In the context of Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD), the research is aimed at children who have already been diagnosed or have strong indicators of these clinical conditions. In the case of children born prematurely, the studies include children with a known history of this condition, as well as for children diagnosed with epilepsy. These studies aim to characterize EF deficits in these clinical populations and possibly identify specific BRIEF-P score profiles.
Longitudinal studies to evaluate the relationship between BRIEF-P scores in the last year of preschool and children's school grades at the end of the 1st, 2nd, and 3rd years of elementary school, and information already exists for the 1st and 2nd years of school.
Funding
The studies are funded by Hogrefe and by the Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC), of the Faculty of Psychology and Educational Sciences – University of Coimbra.
Contacts
Alexandra Maria Gaudêncio (alexandra.m.gaudencio@gmail.com)
References
- Eng, C. M., Pocsai, M., Fulton, V. E., Moron, S. P., Thiessen, E. D., & Fisher, A. V. (2022). Longitudinal investigation of executive function development employing task-based, teacher reports, and fNIRS multimethodology in 4- to 5-year-old children. Developmental Science, 25(6). https://doi.org/10.1111/desc.13328
- Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior Rating Inventory of Executive Function (1st ed.). PAR.
- Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function - Preschool Version. Professional Manual. PAR.
- Reilly, S. E., Downer, J. T., & Grimm, K. J. (2022). Developmental trajectories of executive functions from preschool to kindergarten. Developmental Science, 25(5). https://doi.org/10.1111/desc.13236
Master’s Dissertations:
- Bernardo, M. G. (2022). Estilos parentais e funções executivas na prematuridade: caracterização e relações [Parenting styles and executive functions in prematurity: Characterization and relationships] [Dissertação de mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra]. Estudo Geral. https://hdl.handle.net/10316/104196
- Costa, E. P. (2023). Estilos parentais e funções executivas em crianças pré-escolares com problemas emocionais e/ou de comportamento [Parenting styles and executive functions in preschoolers with emotional and/or behavioral problems] [Dissertação de mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra]. Estudo Geral. https://hdl.handle.net/10316/110078
- Nunes, A. F. A. (2023). Estilos parentais e funções executivas em crianças com sintomas de Hiperatividade/Défice de Atenção [Parenting Styles and Executive Functions in children with Attention-Deficit/Hyperactivity Disorder Symptoms] [Dissertação de mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra]. Estudo Geral. https://hdl.handle.net/10316/109059
- Santa, A. R. (2022). Estilos parentais em crianças com epilepsia [Parenting styles in children with epilepsy] [Dissertação de mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra]. Estudo Geral. https://hdl.handle.net/10316/104250