(BRIEF) Behavior Rating Inventory of Executive Function

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

(BRIEF) Behavior Rating Inventory of Executive Function

by Gerard A. Gioia, PhD, Peter K. Isquith, PhD, et al
Benefits Assesses executive function and self-regulation in children and teens
Ages 5 though 18 years for BRIEF, 2.0 to 5.11 years for BRIEF-P, 11 to 18 years for BRIEF-SR
Admin time 10 to 15 minutes for BRIEF, BRIEF-P, BRIEF-SR
Scores A Behavioral Regulation Index and Metacognition Index are combined to form a Global Executive Composite; for the BRIEF-P, the composite is based on three indexes– Inhibitory Self-Control, Flexibility, and Emergent Metacognition; computer scoring and interpretation available
Norms BRIEF norms are based on ratings from 1,419 parents and 720 teachers, reflecting the U.S. population in regard to SES, ethnicity, region, and gender; a clinical sample includes children with developmental or acquired neurological disorders; the BRIEF-P an
Publish Date 2013
Qualifications Level C required.
About Qualification Levels
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BRIEF BY GERARD A. GIOIA, PHD, PETER K. ISQUITH, PHD, STEVEN C. GUY, PHD, AND LAUREN KENWORTHY, PHD.

These parent and teacher questionnaires assess children’s executive function in home and school environments. The BRIEF is useful in evaluating 5- through 18-year-olds with developmental and acquired neurological conditions such as learning disabilities, ADHD, traumatic brain injury, low birth weight, Tourette’s Disorder, and autism.

Each BRIEF questionnaire includes 86 items on eight nonoverlapping clinical scales and two validity scales:

Clinical Scales

  • Inhibit
  • Shift
  • Emotional Control
  • Initiate
  • Working Memory
  • Plan/Organize
  • Organization of Materials
  • Monitor

Validity Scales

  • Negativity
  • Inconsistency of Responses

These scales form two broader indexes: Behavioral Regulation and Metacognition.

Norms are based on ratings from 1,419 parents and 720 teachers from rural, suburban, and urban areas, reflecting the U.S. population in regard to SES, ethnicity, and gender distribution. Separate norm tables for teacher and parent ratings provide T-scores, percentiles, and 90% confidence intervals for four developmental age groups, by gender.

Requiring just 10 to 15 minutes to complete, the BRIEF is an efficient way to evaluate impairment of executive function in children and adolescents with neurological conditions.

BRIEF Preschool Version (BRIEF-P™) 

BRIEF-P BY GERARD A. GIOIA, PHD, KIMBERLY ANDREWS ESPY, PHD, AND PETER K. ISQUITH, PHD

The BRIEF-P measures behavioral manifestations of executive function in preschoolers. In addition to two validity scales, it includes five clinical scales from the original BRIEF: Inhibit, Shift, Emotional Control, Working Memory, and Plan/Organize. These scales are useful in assessing youngsters with emerging learning disabilities, attention problems, language disorders, traumatic brain injuries, lead exposure, and pervasive developmental disorders/autism, as well as those born prematurely. The BRIEF-P permits intervention at earlier stages of development. 

BRIEF Self-Report Version (BRIEF-SR™)

BRIEF-SR BY GERARD A. GIOIA, PHD, PETER K. ISQUITH, PHD, AND STEVEN C. GUY, PHD.

Here is the adolescent’s perspective on his or her self-regulatory strengths and weaknesses. This 80-item inventory can be completed by any teen who can read at a fifth-grade level, including students with attention problems, brain injury, learning disabilities, or high-functioning autism. Scales are the same as those on the BRIEF, except that Initiate is replaced by Task Completion. The BRIEF-SR is useful in evaluating teens who have trouble with reasoning, flexibility, organization, self-monitoring, memory, or behavior regulation.

BRIEF Software Portfolio (BRIEF-SP™)

BRIEF-SP BY PETER K. ISQUITH, PHD, AND GERARD A. GIOIA, PHD

This comprehensive program gives you unlimited scoring and interpretation for the BRIEF, BRIEF-P, and BRIEF-SR. It generates three useful reports. An Interpretive Report gives the clinician T-scores and percentiles; intervention recommendations (educational, rehabilitative, and therapeutic); IEP objectives; and an optional ADHD diagnostic classification. A Feedback Report summarizes test results for parents, teachers, and the examinee. And a Protocol Summary Report compares results from up to four different administrations (to the same client).

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