Supplemental Material for Factor Structure and Utility of the Behavior Rating Inventory of Executive Function—Preschool Version

2016 ◽  
Keyword(s):  
Executive Function ◽  
Factor Structure ◽  
Behavior Rating ◽  
Behavior Rating Inventory

scholarly journals A-171 A Factor Analytic Investigation of the Behavior Rating Inventory of Executive Function, Second Edition in a Pediatric Clinical Sample

2020 ◽  
Vol 35 (6) ◽  
pp. 965-965
Author(s):  
Lace J ◽  
Seitz D ◽  
Kennedy E ◽  
Austin T ◽  
Ferguson B ◽  
...  
Keyword(s):  
Executive Function ◽  
Factor Structure ◽  
Factor Model ◽  
Clinical Sample ◽  
Parent Report ◽  
Autism Spectrum ◽  
Clinical Samples ◽  
Behavior Rating ◽  
Behavior Rating Inventory ◽  
Three Factor

Abstract Objective The parent-report Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is a widely used measure in pediatric clinical neuropsychology. Unfortunately, despite notable changes from its predecessor, few studies to date have examined its internal factor structure (comprised of Behavioral Regulation [BRI], Emotion Regulation [ERI], and Cognitive Regulation [CRI]). Thus, this study sought to investigate the dimensionality of the parent-report BRIEF-2 in a mixed clinical sample. Method Two hundred two (202) outpatient pediatric neuropsychology examinees (M age = 9.90; 68% males; 53.5% with diagnosis of autism spectrum disorder) with complete data for the parent-report BRIEF-2 were extracted from an archival dataset. The sample was randomly split for confirmatory and exploratory factor analyses (CFA and EFA; ns = 101). Results Descriptive results revealed elevated scores across BRIEF-2 scales (Global Executive Composite M T = 70.16). CFA revealed that the theoretical three-factor model described by the BRIEF-2’s authors provided generally poor fit (root mean square error of approximation [RMSEA] = .12). Also, the three-factor model did not provide statistically significantly nor relatively better fit than a simpler two-factor model (RMSEA = .12), which merged BRI and ERI (consistent with the original BRIEF), identified via EFA. Conclusion(s) A two-factor structure (CRI and BRI/ERI) for the BRIEF-2 may be a more parsimonious and preferred model compared to the theoretical three-factor model in heavily neurodevelopmental clinical samples with high levels of reported executive dysfunction. Implications of these findings in context of previous literature, limitations of the present study, and appropriate directions for future inquiry are noted.

scholarly journals Factor structure and utility of the Behavior Rating Inventory of Executive Function—Preschool Version.

2017 ◽  
Vol 29 (2) ◽  
pp. 172-185 ◽  
Author(s):  
Jamie A. Spiegel ◽  
Christopher J. Lonigan ◽  
Beth M. Phillips
Keyword(s):  
Executive Function ◽  
Factor Structure ◽  
Behavior Rating ◽  
Behavior Rating Inventory

Executive function in phenylketonuria (PKU): Insights from the Behavior Rating Inventory of Executive Function (BRIEF) and a large sample of individuals with PKU.

2020 ◽  
Vol 34 (4) ◽  
pp. 456-466 ◽  
Author(s):  
Shawn E. Christ ◽  
Hayley E. Clocksin ◽  
Barbara K. Burton ◽  
Mitzie L. Grant ◽  
Susan Waisbren ◽  
...  
Keyword(s):  
Executive Function ◽  
Behavior Rating ◽  
Large Sample ◽  
Behavior Rating Inventory

scholarly journals Central Auditory Processing and Cognitive Functions in Children

2021 ◽  
Author(s):  
Nadja Cristina Furtado Back ◽  
Ana Chrystina de Souza Crippa ◽  
Tatiana Izabelle Jaworski de Sá Riechi ◽  
Liliane Desgualdo Pereira
Keyword(s):  
Executive Function ◽  
Cognitive Deficits ◽  
Cognitive Functions ◽  
Auditory Processing ◽  
Auditory Attention ◽  
Auditory Processing Disorder ◽  
Behavior Rating ◽  
Central Auditory Processing ◽  
Behavior Rating Inventory ◽  
And Behavior

Abstract Introduction Nowadays, there is no consensus on whether central auditory processing disorder is a primary or a secondary deficit to other cognitive deficits. A better understanding of the association between cognitive functions and central auditory skills may help elucidate this dilemma. Objective To investigate possible associations between auditory abilities and cognitive functions in schoolchildren. Methods Fifty-eight schoolchildren, aged between 8 years and 0 months old and 11 years and 11 months old, who underwent the following tests: masking level difference, gaps in noise, pitch pattern sequence test, dichotic digits test, sustained auditory attention ability test, Wechsler intelligence scale for children – IV, junior Hayling test, five digits test, and behavior rating inventory of executive function. Results Significant correlations were found between the hearing ability of temporal resolution and executive functions, temporal ordering/sequencing, binaural integration and separation, and sustained auditory attention, operational memory, inhibitory control, and cognitive flexibility; binaural integration was also associated with intelligence. The statistically significant positive correlation found between the ability of binaural interaction and the components of emotional control and behavior regulation of the behavior rating inventory of executive function was unexpected. Conclusion The associations identified reinforce the complexity of the tasks involved in the evaluation of central auditory processing and the need for multidisciplinary evaluation for the differential diagnosis of auditory processing disorder. Confirmation of the presence or absence of comorbidities between different disorders allows directing the therapeutic behaviors and reducing the impact of possible auditory and/or cognitive deficits in the different daily life situations of children.

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