A-042 Incongruence Between Self- and Parent- Report Measures of Executive Function on the Behavior Rating Inventory of Executive Function (BRIEF) in Adolescents with Attention Deficit Hyperactivity Disorder

Abstract Objective Research has demonstrated that adolescents with ADHD show executive dysfunction, although they do not always endorse such difficulties. We investigated inter-rater agreement between parent- and self-reported executive function (EF) in adolescents with ADHD, using the BRIEF. We also sought to investigate the relationship between scores on parent and self-report EF measures with performance on objective EF measures. Method Utilizing a clinical database, we identified 75 participants (13-17 years; Mage = 14.9; 60% male; 27% African American, 63% White, 3% Hispanic, 7% Other) with a diagnosis of ADHD. We examined inter-rater reliability between parent and self-reported factors on the BRIEF. We then examined the association between parent and self-report BRIEF Inhibition scores and the D-KEFS Color Word Interference (CWI) Inhibition trial, and parent and self-report BRIEF Shift scores and the D-KEFS CWI Inhibition/Switching trial and Trails Letter Number Sequencing trial. Results Significant associations were found between parent and self-ratings on BRIEF Inhibition (ICC = .22; 95% CI = -.24-.50), Shift (ICC = .24; 95% CI = -.21-.52), Emotional Control (ICC = .45, 95% CI = .137-.655), Plan/Organize (ICC = -.143; 95% CI = -.81–28), and Working Memory (ICC = -.193; 95% CI = -.89-.25) subscales. Correlation comparisons were significant for BRIEF self-report Inhibition and CWI Inhibition (r(73) = −.405, p = .000) only. Conclusion Results support standing findings regarding poor interrater reliability between parent and self-ratings of daily executive functioning in adolescents with ADHD. Self-report was seen to correlate with performance on objective EF tasks. Clinically, these results highlight the need for multidimensional assessment of ADHD in adolescents.

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Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development

Autism ◽

10.1177/13623613211029117 ◽

2021 ◽

pp. 136236132110291

Author(s):

Lauren Kenworthy ◽

Alyssa Verbalis ◽

Julia Bascom ◽

Sharon daVanport ◽

John F Strang ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Executive Function ◽

Intellectual Disability ◽

Executive Functions ◽

Attention Deficit ◽

Parent Report ◽

Self Report ◽

Youth Self Report ◽

Hyperactivity Disorder ◽

Autistic People

Executive functions are related to key outcomes. Studies of autistic youth self-report of other nonsocial traits indicate that their insights into their own functioning and internal experiences provide important information that is not captured by their parents’ report, but youth self-report of executive function has not been researched in autism. We investigate self- and parent-report on the Behavior Rating Inventory of Executive Function-2 in 197 autistic youth without intellectual disability, including the magnitude and profile of problems reported across subdomains of executive function. We also compare autistic self-report to that of 114 youth with attention deficit hyperactivity disorder and 197 neurotypical youth. We find that autistic youth report significant executive function challenges in comparison to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverge regarding the severity of the youth’s executive function difficulties, but both emphasize flexibility problems within their profile of executive function challenges. Intraclass correlation coefficients between parent and youth ratings were moderate to poor in the autistic group, indicating that autistic youth report adds important information beyond that captured by their parents’ report. These data elevate the importance of asking autistic youth directly about their own executive function. Lay abstract Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11–18 years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth’s executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism.

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Exploring the Relationship Between Disordered Eating and Executive Function in a Non-Clinical Sample

Perceptual and Motor Skills ◽

10.1177/0031512520937569 ◽

2020 ◽

Vol 127 (6) ◽

pp. 1033-1050

Author(s):

Stefanie Ciszewski ◽

Kathryn E. Flood ◽

Cecile J. Proctor ◽

Lisa A. Best

Keyword(s):

Eating Disorders ◽

Executive Function ◽

Disordered Eating ◽

Eating Behaviors ◽

Executive Dysfunction ◽

Self Report ◽

Clinical Samples ◽

Emotional Control ◽

Eat 26 ◽

The Relationship

Previous research suggests that individuals diagnosed with eating disorders (ED) may experience executive functioning deficits that help maintain their ED. Although this relationship is reported consistently in clinical samples, it is important to consider whether it holds for individuals with sub-clinical ED symptoms. One hundred eighty-eight university students participated in the present study examining the relationship between executive function (EF) and disordered eating behaviors. Participants completed a demographics questionnaire, self-report questionnaires measuring atypical eating behaviors (EAT-26; EDI-3), and a self-report measure of EF (BRIEF-A). Correlational analyses demonstrated significant positive associations between ED behaviors and problems with emotional control, shifting, inhibition, and self-monitoring. Six hierarchical multiple regressions were conducted, using EF scores to predict scores on EAT-26 subscales (Dieting, Bulimia, Total ED Risk) and EDI-3 scales (Drive for Thinness, Bulimia, Risk Composite). In all regression analyses, BRIEF-A Emotional Control emerged as a significant predictor. As would be expected, EDI-3 Bulimia scores were also predicted by problems with inhibition. These results provide preliminary evidence of an association between non-clinical patterns of disordered eating and executive dysfunction, specifically including the ability to control one’s emotions, suggesting that emotional control problems may help predict ED risk. Future research could examine how these factors predict the development of eating disorders.

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Camouflaging in non-autistic adults is associated with poorer mental health

10.31234/osf.io/myp4g ◽

2019 ◽

Author(s):

Mark Somerville ◽

Sarah E. MacPherson ◽

Sue Fletcher-Watson

Keyword(s):

Mental Health ◽

Executive Function ◽

Autistic Traits ◽

Self Report ◽

Linear Regression Models ◽

Mental Health Symptoms ◽

Health Symptoms ◽

Autistic People ◽

Autistic Adults ◽

The Relationship

Camouflaging is a frequently reported behaviour in autistic people, which entails the use of strategies to compensate for and mask autistic traits in social situations. Camouflaging is associated with poor mental health in autistic people. This study examined the manifestation of camouflaging in a non-autistic sample, examining the relationship between autistic traits, camouflaging, and mental health. In addition, the role of executive functions as a mechanism underpinning camouflaging was explored. Sixty-three non-autistic adults completed standardised self-report questionnaires which measured: autistic traits, mental health symptoms, and camouflaging behaviours. In addition, a subset (n=51) completed three tests of executive function measuring inhibition, working memory, and set-shifting. Multiple linear regression models were used to analyse data. Results indicated that autistic traits are not associated with mental health symptoms when controlling for camouflaging, and camouflaging predicted increased mental health symptoms. Camouflaging did not correlate with any measure of executive function. These findings have implications for understanding the relationship between autistic traits and mental health in non-autistic people and add to the growing development of theory and knowledge about the mechanism and effects of camouflaging.

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Are Parent- and Teacher-Reported Executive Function Difficulties Associated With Parenting Stress for Children Diagnosed With ADHD?

Journal of Attention Disorders ◽

10.1177/1087054718756196 ◽

2018 ◽

Vol 25 (1) ◽

pp. 22-32 ◽

Cited By ~ 2

Author(s):

Alan McLuckie ◽

Ashley L. Landers ◽

Melissa Rowbotham ◽

Jeff Landine ◽

Michael Schwartz ◽

...

Keyword(s):

Executive Function ◽

Parenting Stress ◽

School Environment ◽

Secondary Analysis ◽

Daily Hassles ◽

Emotional Control ◽

School Based ◽

Behavior Rating Inventory ◽

Specialized Care ◽

The Relationship

Objective: To examine the relationship between parenting stress and parent- and teacher-reported executive function difficulties (EFDs) for childhood ADHD. Method: A secondary analysis using linear regression was conducted on parent- and teacher-completed Behavior Rating Inventory of Executive Function and Parenting Stress Indexes for 5- to 12-year-olds ( n = 243) with ADHD. Results: The linear combination of teacher- and parent-reported EFDs accounted for 49% of the variance in child-related parenting stress. Teacher-reported school-based EFDs were relatively inconsequential, having accounted for only 3% of this variance. This stress is best explained by EFDs with emotional control in the school environment and parent-reported EFDs with emotional control, inhibit, monitor, and shift. Conclusion: Parent-reported EFDs, and less so school-based EFDs, are related to parenting stress, but only in regard to EFDs likely underpinning behavioral outbursts and those likely underpinning the daily hassles of providing specialized care to children with ADHD.

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Socio-demographic characteristics and psychopathological assessment in a sample of 13 paediatric patients with functional neurological disorders: A preliminary report

Clinical Child Psychology and Psychiatry ◽

10.1177/13591045211055084 ◽

2021 ◽

pp. 135910452110550

Author(s):

Vittoria Paleari ◽

Veronica Nisticò ◽

Nardo Nardocci ◽

Maria Paola Canevini ◽

Alberto Priori ◽

...

Keyword(s):

Neurological Disorders ◽

Epileptic Seizures ◽

Parent Report ◽

Self Report ◽

Emotional States ◽

Hyperactivity Disorder ◽

Paediatric Patients ◽

Clinically Significant ◽

Specific Learning ◽

Functional Neurological Disorders

This observational study aims to characterize, from a socio-demographic and psychopathological perspective, a sample of children with Functional Neurological Disorders (FND). Thirteen paediatric patients (below 18 years old) with FND and their parents completed a battery of anamnestic and neuropsychological tests, assessing socio-demographic status, cognitive level, behavioural and emotional issues, depression, anxiety, alexithymic traits and dissociative symptoms. Five patients presented movement disorders (tremor, myoclonus and gait disorder), three patients psychogenic non-epileptic seizures and five patients sensitivity disturbances (pain, anaesthesia and paraesthesia). Cognitive profile was normal in 11 patients; academic performance was good in nine patients, but three had a diagnosis of Specific Learning Difficulty or Attention Deficit Hyperactivity Disorder. Precipitating events occurred in 11 patients. At the self-report questionnaires, mean scores close to the clinical cut off were documented with respect to affective and somatic problems. At the parent-report questionnaires, clinically significant mean scores were observed in the subscales assessing anxious–depressive symptoms and somatic complaints. We speculate that paediatric FND patients, although acknowledging the relevance of somatic symptoms, have difficulties in recognizing internal emotional states (that, instead, are easily recognized by their parents). The case of one FND patient was described. These preliminary data might help identifying different clinical phenotypes of paediatric FND.

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Executive dysfunction in neuro-oncology: Behavior Rating Inventory of Executive Function in adult primary brain tumor patients

Applied Neuropsychology Adult ◽

10.1080/23279095.2018.1553175 ◽

2019 ◽

Vol 27 (5) ◽

pp. 393-402 ◽

Cited By ~ 2

Author(s):

Ashlee R. Loughan ◽

Sarah E. Braun ◽

Autumn Lanoye

Keyword(s):

Brain Tumor ◽

Executive Function ◽

Executive Dysfunction ◽

Primary Brain Tumor ◽

Behavior Rating ◽

Tumor Patients ◽

Behavior Rating Inventory

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Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

Journal of the International Neuropsychological Society ◽

10.1017/s1355617713001100 ◽

2013 ◽

Vol 20 (1) ◽

pp. 41-51 ◽

Cited By ~ 16

Author(s):

Jane E. Schreiber ◽

Katherine L. Possin ◽

Jonathan M. Girard ◽

Celiane Rey-Casserly

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Working Memory ◽

Executive Function ◽

Cognitive Control ◽

Attention Deficit ◽

Memory Performance ◽

Parent Report ◽

Learning Problems ◽

Children With Adhd ◽

Hyperactivity Disorder

AbstractTheories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

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Executive Function Is Associated With Antisocial Behavior and Aggression in Athletes

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2015-0021 ◽

2015 ◽

Vol 37 (5) ◽

pp. 469-476 ◽

Cited By ~ 6

Author(s):

Martina Micai ◽

Maria Kavussanu ◽

Christopher Ring

Keyword(s):

Executive Function ◽

Cognitive Function ◽

Aggressive Behavior ◽

Antisocial Behavior ◽

Impulse Control ◽

Female Athletes ◽

Neuropsychological Test ◽

Self Report ◽

Male Athletes ◽

The Relationship

Poor executive function has been linked to increased antisocial and aggressive behavior in clinical and nonclinical populations. The present study investigated the relationship between executive and nonexecutive cognitive function and antisocial behavior in sport as well as reactive and proactive aggression. Cognitive function was assessed in young adult male and female athletes using the Cambridge Neuropsychological Test Automated Battery (CANTAB). Antisocial behavior in sport and aggression were assessed via self-report instruments and were found to be positively correlated. Executive function (but not nonexecutive function) scores were negatively correlated with both self-reported antisocial behavior and aggression in males but not females. Our findings suggest that prefrontal deficits among male athletes could contribute to poor impulse control and difficulty in anticipating the consequences of their antisocial and aggressive behavior.

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