Univariate and Multivariate Base Rates of Score Elevations, Reliable Change, and Inter-Rater Discrepancies in the BRIEF-A Standardization Samples

The Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) is a standardized rating scale of subjective executive functioning. We provide univariate and multivariate base rates (BRs) for scale/index scores in the clinical range ( T scores ≥65), reliable change, and inter-rater information not included in the Professional Manual. Participants were adults (ages = 18–90 years) from the BRIEF-A self-report ( N = 1,050) and informant report ( N = 1,200) standardization samples, as well as test–retest ( n = 50 for self, n = 44 for informant) and inter-rater ( n = 180) samples. Univariate BRs of elevated T scores were low (self-report = 3.3%–15.4%, informant report = 4.5%–16.3%). Multivariate BRs revealed the common occurrence of obtaining at least one elevated T-score across scales (self-report = 26.5%–37.3%, informant report = 22.7%–30.3%), whereas virtually none had elevated scores on all scales. Test–retest scores were highly correlated (self = .82–.94; informant = .91–.96). Inter-rater correlations ranged from .44 to .68. Significant ( p < .05) test–retest T-score differences ranged from 7 to 12 for self-report, from 6 to 8 for informant report, and from 16 to 21 points for inter-rater T-score differences. Applications of these findings are discussed.

Real-world executive functioning for autistic children in school and home settings

Executive function challenges are commonly reported in the home setting for children with an autism spectrum disorder diagnosis (hereafter, autism), but little is known about these challenges in the school setting. A total of 337 youth (autism, N = 241 and typically developing, N = 96) were assessed using Behavior Rating Inventory of Executive Function ratings from home and school settings. Within each setting, we examined differences in specific executive function skills between diagnostic groups. Then, we examined if the autism group showed similar peak executive function impairments, associations with age, and relationships with adaptive behavior across settings. Finally, we examined inter-rater reliability. Autism and typically developing groups differed on all Behavior Rating Inventory of Executive Function scales in both settings. The Shift scale was the peak impairment in the autism group in both settings. There was also an effect of age on executive function impairment in both settings, and executive function ratings in both settings significantly predicted individual adaptive behavior domains. Inter-rater correlations for autistic participants were similar to inter-rater reliability correlations from the Behavior Rating Inventory of Executive Function standardization sample. This study shows that autistic children experience similar but not identical real-world executive function challenges across school and home settings and that supports may vary by setting. Lay abstract Executive functioning skills are important for children to be able to control thoughts, emotions, and actions, and for their ability to adapt to different settings. Previous studies have found that autistic children have difficulty with executive functioning, but most of these studies took place in the home setting. Executive functioning skills in autistic children have not yet been fully examined in the school setting. This is a knowledge gap that needs to be addressed because the school setting is potentially one of the most demanding in terms of executive functioning and is a setting where executive function interventions are already being used for autistic children. In order to learn more about executive functioning for autistic children in the school setting, this study compared ratings of executive function from autistic children’s caregivers and school professionals. The study found that autistic children experience similar but not identical executive function challenges across school and home settings and that supports may differ in each setting. Having information about differences in executive functioning challenges and supports for autistic children across settings can help lead to development of supports that are tailored to each setting.

A-146 Parent Responses on the Behavior Rating Inventory of Executive Function-2 Are more Reflective of Child Cognitive Functioning than Teacher Responses

Objective The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is widely used to assess executive processes in children and adolescents. The BRIEF-2 manual (2015) indicates small correlations between executive functioning and intellectual performance on the Wechsler Intelligence Scales for Children, Fourth Edition, but no studies have evaluated the BRIEF-2 and the Woodcock Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV-Cog). The current study examined whether parent and teacher BRIEF-2 responses were linked to WJ-IV-Cog indices in a rural school-based sample. Method A sample of (n = 18) students attending rural school districts was extracted from an archival dataset. Participants (age range 7–17, M = 12.9, SD = 2.5) included 15 males and 3 females, who were referred for psychoeducational assessment. Results Correlational analyses indicated a moderate relationship between the BRIEF-2 parent Global Executive Composite (GEC) and the WJ-IV-Cog domains of comprehension-knowledge (Gc), fluid reasoning (Gf), and auditory processing (Ga) (p &lt; 0.05). Subsequent analyses of the three BRIEF-2 indices showed that the Parent Behavioral Regulation Index (BRI) was related to both Gc and Gf (p &lt; 0.05), while the Parent Cognitive Regulation Index (CRI) was significantly associated with Gc, Gf, and Ga (p &lt; 0.05). Teacher ratings of GEC, BRI, and CRI were independent from child intellectual performance. However, Teacher Emotion Regulation Index (ERI) was moderately related with GIA (p &lt; 0.05). Conclusion Current findings support a moderate relationship between parent ratings on the BRIEF-2 and specific cognitive domains on the WJ-IV-Cog. Results should be interpreted within the context of both a small sample size and the designation of subjects for psycho-educational assessment evaluations.

Direct Measures of Medication Effects: Exploring the Scientific Utility of Behavior-Analytic Assessments

The purpose of the current study was to explore the scientific utility of two behavior analytic assessments (i.e., progressive ratio and demand assessments) for psychotropic medication evaluation. For a sample of 23 children with disabilities who were prescribed medication, we conducted a series of generalizability and optimization studies to identify sources of score variance and conditions in which stable estimates of behavior can be obtained. To inform construct validity, we calculated correlations between scores from each assessment and those from a standardized behavior rating scale (Aberrant Behavior Checklist-Second Edition; ABC-2). Results offer initial support for the scientific utility of progressive ratio scores. More research is needed to evaluate sensitivity to change and construct validity of scores from these and other behavior analytic assessments.

Online and Intellectual Awareness of Executive Functioning in Daily Life among Adolescents with and without ADHD

Objective Executive function deficits (EFD) are a central mechanism underlying negative outcomes in ADHD. This study examined awareness of EFD manifested in “real-time” task performance (Online Awareness) and in general self-knowledge of daily activities, outside the context of a specific task (Intellectual Awareness) among adolescents with and without ADHD. Methods 102 adolescents with ( n = 52) and without ( n = 50) ADHD were administered Weekly Calendar Planning Activity (WCPA) and Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF parent version. Awareness was defined using the discrepancy paradigm: performance versus estimation on WCPA for online awareness; self versus parent report on the BRIEF for intellectual awareness. Results Adolescents with ADHD overestimated their performance on the WCPA and underestimated their EFD on the BRIEF compared to parent’s ratings. The discrepancy scores in both types of awareness were significantly larger among ADHD than controls ( p < .005). Conclusions Adolescents with ADHD demonstrate significantly lower rates of online and intellectual awareness of EFD compared to controls.