Examining the Predictive Utility of the BRIEF on Performance-Based Executive Function (EF) Tasks
Open Access
- Author:
- Hlutkowsky, Christina
- Graduate Program:
- Psychology
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- December 22, 2020
- Committee Members:
- Cynthia L Huang-Pollock, Thesis Advisor/Co-Advisor
Karen Linn Bierman, Committee Member
Bradley Paul Wyble, Committee Member
Kristin Ann Buss, Program Head/Chair - Keywords:
- Executive function
working memory
BRIEF
children
psychopathology
Executive function
working memory
BRIEF
children
psychopathology - Abstract:
- Introduction. The Behavior Rating Inventory of Executive Function (BRIEF) was designed as an efficient, cost-effective measurement parent and teacher report of executive function (EF) in childhood. However, previous work has documented only small to moderate correlations with objective measures of EF. The current study wanted to identify how to improve the measurement of EF behaviors on report scales in two separate data sets. Methods and Results. In Study 1, parents of children (N=824) aged 8-12 completed the BRIEF and the Behavior Assessment System for Children (BASC). Working memory was indexed by the Working Memory Index (WMI) of the Weschler Intelligence Scale for Children (WISC). None of the BRIEF composites uniquely predicted WMI over and above parent-rated BASC; the most predictive items were derived from social skills and functional communication and externalizing difficulties. To determine whether developmental stage and teacher report impact the relationship between EF task performance and rating scales, in Study 2, teachers of children (N=170) aged 5-7 completed the BRIEF and other measures of psychopathology and social functioning. Results were largely similar in which the most predictive items were related to inattention and social skills, and in addition, items related to academic difficulty were also predictive of WM capacity. Conclusions. Together, our analyses suggest associations between behavioral ratings and WM capacity are best represented by items related to hyperactivity, inattention, functional communication, adaptability, and academic difficulty. Future studies identifying the sensitivity of specific items predicting EF capacity differences regardless of group identity are suggested.