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

2018 ◽  
Vol 25 (1) ◽  
pp. 22-32 ◽  
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.

scholarly journals A-16 Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P) Scores are Associated with Pre-Reading Skills in Preschoolers

2019 ◽  
Vol 34 (6) ◽  
pp. 875-875
Author(s):  
M Figuccio ◽  
A Falconi ◽  
R Priefer
Keyword(s):  
Executive Function ◽  
Reading Skills ◽  
The Body ◽  
Emotional Control ◽  
Behavior Rating ◽  
Typically Developing ◽  
Cognitive Linguistic ◽  
Behavior Rating Inventory ◽  
Males And Females ◽  
The Relationship

Abstract Objective Executive function (EF) skills are an array of cognitive abilities that have been linked to future scholastic achievement. The Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) is used to assess EF in young children. The aims of the current study are to assess whether males and females differ in BRIEF-P scores, and to measure the relationship between EF and pre-reading skills. Method 11 typically developing males (M = 53.13 months, SD = 3.74) and 12 typically developing females (M = 54.71 months, SD = 3.14) participated in the study. Children completed a cognitive-linguistic battery, while parents completed the BRIEF-P. Independent sample t tests were employed to investigate differences between males and females, and Pearson correlations were employed to examine the relationship between BRIEF-P and cognitive-linguistic scores. Results Males scored significantly higher than females on the Blending Words subtest t(21) = 2.97, p = .007, 95% CI [5.83, 32.92]. Males and females also significantly differed in BRIEF-P scores: Shift t(21) = 6.43, p < .001, 95% CI [36.42, 71.26] and Emotional Control t(21) = 3.02, p = .006, 95% CI [11.44, 61.86]. In males, Blending Words was associated with Inhibit r = -.77, p = .005, Emotional Control r = -.75, p = .008, and Plan/Organize r = -.638, p = .035. In females, Memory for Digits subtest was associated with Inhibit r = -.632, p = .027, and Plan/Organize r = -.595, p = .041. Conclusions Male and female preschoolers differed in Blending Words, Shift, and Emotional Control. Interestingly, EF was associated with pre-reading measures in both males and females; however, EF measures were associated with Blending Words in males and Memory for Digits in females. This study adds to the body of research suggesting the importance of EF in early development.

scholarly journals 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

2020 ◽  
Vol 35 (6) ◽  
pp. 832-832
Author(s):  
Garagozzo A ◽  
Hunter S ◽  
Smith D
Keyword(s):  
Executive Function ◽  
Interrater Reliability ◽  
Color Word ◽  
Executive Dysfunction ◽  
Parent Report ◽  
Self Report ◽  
Clinical Database ◽  
Hyperactivity Disorder ◽  
Behavior Rating Inventory ◽  
The Relationship

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.

Behavior Rating Inventory of Executive Function Adult Version in Patients with Neurological and Neuropsychiatric Conditions: Symptom Levels and Relationship to Emotional Distress

2016 ◽  
Vol 22 (6) ◽  
pp. 682-694 ◽  
Author(s):  
M. Løvstad ◽  
S. Sigurdardottir ◽  
S. Andersson ◽  
V.A. Grane ◽  
T. Moberget ◽  
...  
Keyword(s):  
Executive Function ◽  
Emotional Distress ◽  
Test Performance ◽  
Normative Data ◽  
Rating Scales ◽  
Neuropsychological Test ◽  
Behavior Rating ◽  
Behavior Rating Inventory ◽  
And Performance ◽  
The Relationship

AbstractObjectives:The present study explored the level of self-and informant reported executive functioning in daily living using the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A) in a large sample comprising healthy adults and patient cohorts with neurological and neuropsychiatric disorders. The relationship to neuropsychological test performance and self-reported emotional distress was explored, as well as the applicability of U.S. normative data.Methods:Scores on the self- and informant reported BRIEF-A are presented, along with scores on standardized cognitive tests, and on rating scales of self-reported emotional distress in a Norwegian healthy comparison group (n=115), patients with severe traumatic brain injury (n=125), focal frontal lobe damage (n=29), focal cerebellar lesion (n=24), Parkinson’s disease (n=42), attention deficit hyperactivity disorder (n=34), type II bipolar disorder (n=21), and borderline personality disorder (n=18).Results:Strong associations were observed between the BRIEF-A and emotional distress in both the healthy group and in neurological groups, while no or weak relationships with IQ and performance-based tests of executive function were seen. The relationship between BRIEF-A and emotional distress was weaker in the neuropsychiatric patient groups, despite high symptom load in both domains. Healthy participants tended to have BRIEF-A scores 1/2–3/4SDbelow the U.S. normative mean ofTscore=50.Conclusions:The study demonstrates the need to interpret BRIEF-A results within a broad differential diagnostic context, where measures of psychological distress are included in addition to neuropsychological tests. Uncertainty about the appropriateness of U.S. normative data in non-U.S. countries adds to the need for interpretive caution. (JINS, 2016,22, 682–694)

scholarly journals Parenting Stress and Daily Hassles in Mothers of Young and Preschool Children

2021 ◽  
Vol 29 (4) ◽  
pp. 27-48
Author(s):  
V.E. Vasilenko ◽  
S.S. Savenysheva ◽  
O.O. Zapletina
Keyword(s):  
Preschool Children ◽  
Parenting Stress ◽  
Life Stress ◽  
Daily Hassles ◽  
Number Of Children ◽  
The Family ◽  
And Gender ◽  
High Level ◽  
Relationship Of ◽  
The Relationship

The article is devoted to the analysis of parenting stress, daily hassles and the relationship of their parameters in mothers of young and preschool children. Sample: 112 mothers from Saint Petersburg, children aged from 4 months up to 7 years. Methods: Parenting Sress Index (PSI-4) by R. Abidin, questionnaire of daily hassles by M.D. Petrash, O.Y. Strizhitskaya, L.A. Golovey, S.S. Savenysheva, STAI by C.D. Spielberger adapted by Y.L. Khanin, socio-biographical questionnaire. Results: A high level of parenting stress was revealed, especially in the domain, associated with the characteristics of the parent himself and his feelings about how he copes with the parental role. The level of daily hassles corresponds to the standards, with the most pronounced stressors in the family domain. Close relationships between parenting stress and daily hassles were found, with the exception of the field of work, while no relationship with life stress was identified. Depression, relationship problems and incompetence are most closely related to daily hassles. Parenting stress is positively correlated with state and trait anxiety. Parenting stress is not related to the age of the mother, the age and gender of the child, family experience and the number of children. However, it is less pronounced with more employment at work.

scholarly journals The opinion of parents and teachers of students with learning disorders regarding executive function skills

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 674-682 ◽  
Author(s):  
Giseli Donadon Germano ◽  
Lara Bastos Brito ◽  
Simone Aparecida Capellini
Keyword(s):  
Cohort Study ◽  
Executive Function ◽  
Primary Education ◽  
Learning Disorders ◽  
Emotional Control ◽  
Behavior Rating ◽  
Cross Sectional ◽  
Behavior Rating Inventory ◽  
Age Range ◽  
Material Organization

ABSTRACT Purpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills. Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments. Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales. Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers.

scholarly journals 1232Relationship between leucine metabolism and executive function development: the GUSTO cohort

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Jian Huang
Keyword(s):  
Executive Function ◽  
Cognitive Function ◽  
Household Income ◽  
Harmful Effect ◽  
Leucine Metabolism ◽  
Child Body Mass Index ◽  
Behavior Rating Inventory ◽  
Maternal Educational Level ◽  
The Relationship

Abstract Background Molecular biomarkers for cognitive function have also been widely investigated. However, few investigated early development of executive function (EF) comprehensively, which is a higher-level of cognitive function responsible for coordinating other cognitive ability. Methods We investigated the metabolomic biomarkers for EF in a multi-ethnicity birth cohort in Singapore. Circulating level of 165 metabolites were quantified using a nuclear magnetic resonance (NMR)-based metabolomics platform in 457 and 524 children at age 6 and 8 years. EF was assessed in 495 children (∼7 years) using parent-reported Behavior Rating Inventory of Executive Function, Second Edition. We incorporated genetic data and performed mediation analysis to investigate the role of rs1260326 (GCKR) in the relationship between leucine metabolism and EF. Results Higher circulating level of leucine was consistently associated with poorer EFs (Initiate, Working Memory, Plan/Organize, Task-Monitor, and Organization of Materials) after adjusting for age, sex, maternal ethnicity, maternal educational level, household income at recruitment, and child body-mass index (BMI). Comparing to CT genotype, CC genotype in rs1260326 is potentially associated with poorer EFs. But these associations were not mediated via circulating leucine level or BMI. Higher circulating leucine exerts effect on EFs and part of the effect may be via impact on BMI. Leucine-BMI interaction may exist in CT subgroup. Conclusions Our analysis suggested that leucine exerts harmful effect on EF, but at a lower level, leucine-BMI interaction may counteract with the effect of leucine. Key messages Higher level of circulating leucine was associated with poorer EF. Leucine-BMI interaction influences the leucine-EF association.

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

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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