(BRIEF-2) Behavior Rating Inventory of Executive Function, Second Edition

by Gerard A. Gioia, PhD, Peter K. Isquith, PhD, et al

(BRIEF-2) Behavior Rating Inventory of Executive Function, Second Edition

by Gerard A. Gioia, PhD, Peter K. Isquith, PhD, et al
Benefits Assesses executive function and self-regulation in children and teens
Ages 5 to 18 years
Admin time 10 minutes; 5 minutes for screening version
Format Individually administered rating scale completed by parent, teacher, or self-report
Scores Behavioral Regulation Index, Emotional Regulation Index, and Cognitive Regulation Index combine to form a Global Executive Composite
Publish Date 2015
Qualifications Level C required.
About Qualification Levels
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About This Product

Picture of (BRIEF-2) Behavior Rating Inventory of Executive Function, Second Edition


The Behavior Rating Inventory of Executive Function, Second Edition measures executive function in home and school environments. This new edition maintains the original’s intrinsic qualities that made it so popular. It is efficient, comprehensive, and useful for evaluating children and adolescents with developmental and acquired neurological conditions such as learning disabilities, ADHD, traumatic brain injury, low birth weight, Tourette’s Disorder, and autism.

Requiring just 10 minutes to administer, the BRIEF2 is an efficient way to evaluate impairment of executive function in children and adolescents with neurological conditions.

What's new in the second edition

  • Parent, Teacher, and Self-Report Forms are covered in the same manual
  • Item content is more consistent across the three forms
  • Rater discrepancy base rates allow you to easily examine different perspectives from multiple raters
  • Scales are more concise, making administration easier for the respondent
  • New Infrequency Scale to help identify unusual responding
  • Task-Monitor and Self-Monitor Scales are now separate
  • New screening forms quickly indicate whether further assessment is needed




Clinical Scales

Global  Executive Composite

 Behavior Regulation Index


Control impulses; appropriately stop own behavior at the proper time


Keep track of the effect of own behavior on others

 Emotional Regulation Index


Move freely from one situation, activity, or aspect of a problem to another as the situation demands; transition; solve problems flexibly

 Emotional Control

Modulate emotional responses appropriately

 Cognitive Regulation Index

Initiate (Parent/Teacher only)

Begin a task or activity; independently generate ideas

Task Completion (Self-Report only)

Complete schoolwork or chores in timely fashion; finish tests within time limits; work at a satisfactory pace

Working Memory

Hold information in mind for the purpose of completing a task; stay with, or stick to, an activity


Anticipate future events; set goals; develop appropriate steps ahead of time to carry out an associated task or action; carry out tasks in a systematic manner; understand and communicate main ideas or key concepts

Task-Monitor (Parent/Teacher only)

Check work; assess performance during or after finishing a task to ensure attainment of goal

Organization of Materials (Parent/Teacher only)

Keep work space, play areas, and materials in an orderly manner


Validity Scales


Extent to which the respondent answers similar items in an inconsistent manner


Extent to which the respondent answers selected items in an unusually negative manner


Extent to which the respondent endorses unlikely events