Validation of the BRIEF-P teacher version in a Galician (Spain) school sample

Article Sidebar

Revista de Estudios e Investigación en Psicología y Educación, Volume 1, Number 2.
PDF
Published: Dec 1, 2014

Main Article Content

Alberto Veleiro
Grupo de investigación en Psicología del Desarrollo y del Aprendizaje Escolar Departamento de Psicología Evolutiva y de la Educación Universidade da Coruña
Spain
Manuel Peralbo
Departamento de Psicología Evolutiva y de la Educación Universidade da Coruña
Spain
Vol. 1 No. 2 (2014), Articles, pages 150-156
DOI: https://doi.org/10.17979/reipe.2014.1.2.75
Submitted: Jan 7, 2015 Published: Dec 1, 2014
How to Cite

Abstract

The preschool version of the Behavior Rating Inventory of Executive Function is a rating scale increasingly used in research and widely used in clinical settings for the assessment of the executive skills. However, the studies conducted on its measurement properties are still scarce, and validation studies outside North-America, almost inexistent. In the present study we analyzed its psychometric features in a sample of 452 preschool children who were rated by their teachers. The results from exploratory factor analysis indicated good adjustment of the clinical scales to the three factor model proposed by the authors of the BRIEF-P, as well as high internal consistency. The obtained raw scores were significantly lower than those reported in the normative sample, so the urge upon the construction of adapted norms to our school population is stressed.

Keywords:

Función ejecutiva, BRIEF-P, escalas de evaluación, Executive Function, rating scales Executive Function, BRIEF-P, rating scales

Downloads

Download data is not yet available.

Article Details

References

Barkley, R.A. (2011). Deficits in Executive Functioning Scale (BDEFS). New York: Guilford Publications.

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. http://dx.www.org/10.1111/j.1467-8624.2007.01019.x

Bonillo, A., Araujo Jiménez, E. A., Jané Ballabriga, M. C., Capdevila, C., & Riera, R. (2012). Validation of Catalan Version of BRIEF-P. Child Neuropsychology, 18, 347-355.

Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595-616. http://www.doi.org/10.1207/s15326942dn2802_3

Clark, C.A.C., Pritchard, V., & Woodward, L.J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176-1191. http://www.doi.org/10.1037/a0019672

Diamond, A. (2006). The early development of executive functions. In: E. Bialystok & F.I.M. Craik (Eds), Lifespan cognition. Mechanisms of change. (pp.70-95). Oxford, UK: Oxford University Press. http://www.doi.org/10.1093/acprof:oso/9780195169539.003.0006

Feldt, L. S., Woodruff, D. J., & Salih, F. A. (1987). Statistical inference for coefficient alpha. Applied psychological measurement, 11, 93-103. http://www.doi.org/10.1177/014662168701100107

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.

Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). Odessa, Florida: Psychological Assessment Resources.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Odessa, FL: Psychological Assessment Resources. http://www.doi.org/10.1007/978-0-387-79948-3_1881

Isquith, P. K., Gioia, G. A. & Espy, K. A. (2004). Executive function in preschool children: Examination through everyday behavior. Developmental Neuropsychology, 26, 403–422. http://www.doi.org/10.1207/s15326942dn2601_3

Jackman, A. R., Biggs, S. N., Walter, L. M., Embuldeniya, U. S., Davey, M. J., Nixon, G. M., Anderson, V., Trinder, J., & Horne, R. S. C. (2012). Sleep-disordered breathing in preschool children is associated with behavioral, but not cognitive, impairments. Sleep Medicine, 13, 621-631. http://www.doi.org/10.1016/j.sleep.2012.01.013

Feldt, L. S., Woodruff, D. J., & Salih, F. A. (1987). Statistical inference for coefficient alpha. Applied Psychological Measurement, 11, 93-103. http://www.doi.org/10.1177/014662168701100107

Lehto, J. E., Juujärvi, P., Kooistra, L. & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59-80. http://www.doi.org/10.1348/026151003321164627

Mahone, E. M., Cirino, P. T., Cutting, L. E., Cerrone, P. M., Hagelthom, K. M., Hiemenaz, J. R., Singer, H. S., & Denckla, M. B. (2002). Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome. Archives of Clinical Neuropsychology, 17, 643-662.

Mahone, E. M., & Hoffman, J. (2007). Behavior ratings of executive function among preschoolers with ADHD. The Clinical Neuropsychologist, 21, 569-586. http://www.doi.org/10.1080/13854040600762724

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959. http://www.doi.org/10.1037/0012-1649.43.4.947

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100. http://www.doi.org/10.1006/cogp.1999.0734

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathologies. Journal of Child Psychology and Psychiatry, 37, 51-87. http://www.doi.org/10.1111/j.1469-7610.1996.tb01380.x

Peralbo, M., Brenlla, J.C., García Fernández,M., Barca, A., & Mayor, M. A. (2012). Las funciones ejecutivas y su valor predictivo sobre el aprendizaje inicial de la lectura en educación primaria. In Mata, L., Peixoto, F., Morgado, J., Castro Silva, J., & Monteiro, V. (Eds.), 12º Colóquio Psicologia e Educação - Educação, aprendizagem e desenvolvimento: Olhares contemporâ-neos através da investigação e da prática - Actas, (pp. 91-104). Lisboa: ISPA.

Roberts, G., Lim, J., Doyle, L. W., & Anderson, P. J. (2011). High rates of school readiness difficulties at 5 years of age in very preterm infants compared with term controls. Journal of Developmental and Behavioral Pediatrics, 32, 117-124. http://www.doi.org/10.1097/DBP.0b013e318206d5c9

Romine, C. B., & Reynolds, C. R. (2005). A model of the development of frontal lobe functioning: Findings from a meta-analysis. Applied Neuropsychology, 12, 190-201. http://www.doi.org/10.1207/s15324826an1204_2

Smithson, P. E., Kenworthy, L., Wills, M. C., Jarrett, M., Atmore, K., & Yerys, B. E. (2013). Real world executive control impairments in preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 1967-1975. http://www.doi.org/10.1007/s10803-012-1747-x

St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59, 745-759. http://www.doi.org/10.1080/17470210500162854

Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd Ed.). New York: Harper Collins.

Thorell, L.B., & Nyberg, L. (2008). The Childhood Executive Functioning Inventory (CHEXI): A New Rating Instrument for Parents and Teachers. Developmental Neuropsychology, 33, 536-552. http://www.doi.org/10.1080/87565640802101516

Thorell, L. B., Veleiro, A., Siu, A. F., & Mohammadi, H. (2013). Examining the relation between ratings of executive functioning and academic achievement: Findings from a cross-cultural study. Child Neuropsychology, 19, 630-638. http://www.doi.org/10.1080/09297049.2012.727792

Veleiro, A., Peralbo, M., & Artigas, J. (2012). Valor predictivo del BRIEF-P sobre el desarrollo de síntomas y el impacto escolar asociado al TDAH en el ámbito escolar. In: Mata, L., Peixoto, F., Morgado, J., Castro Silva, J. e Monteiro, V. (Eds.), 12º Colóquio Psicologia e Educação - Educação, aprendizagem e desenvol-vimento: Olhares contemporâneos através da investigação e da prática - Actas, (pp. 91-104). Lisboa: ISPA.

Veleiro, A., & Thorell, L. B. (2012). Capacidad predictiva de los niveles de funcionamiento ejecutivo sobre las habilidades matemáticas básicas. In: Mata, L., Peixoto, F., Morgado, J., Castro Silva, J., & Monteiro, V. (Eds.), 12º Colóquio Psicologia e Educação - Educação, aprendizagem e desenvolvimento: Olhares contemporâ-neos através da investigação e da prática - Actas, (pp. 61-75). Lisboa: ISPA.

Veleiro, A. (2011). Relación entre a valoración temperá das funcións executivas no ámbito escolar e o desenvolvemento de síntomas e impacto asociados ao TDAH. Unpublished Thesis. University of A Coruña.