Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population

  1. García Fernández, Trinidad 1
  2. González-Pienda García, Julio Antonio 1
  3. Rodríguez Pérez, Celestino 1
  4. Álvarez García, David 1
  5. Álvarez Pérez, Luis 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2014

Volumen: 26

Número: 1

Páginas: 47-54

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: la escala Behavior Rating Inventory of Executive Functions (BRIEF), cumplimentada por familias, es ampliamente conocida en la evaluación de las funciones ejecutivas en niños y adolescentes. Sin embargo, su aplicación está limitada a población de habla inglesa. Método: en este estudio se analizan los primeros resultados procedentes de su aplicación a una muestra clínica española, formada por 125 participantes de 5 a 18 años. Se analizó la estructura interna y fiabilidad de las puntuaciones de la escala traducida al español, así como su relación con otras medidas comportamentales a través del análisis de sus correlaciones con la escala de Evaluación del Déficit de Atención con Hiperactividad (EDAH). Los resultados se compararon con los del estudio de validación original. Resultados: los datos mostraron la presencia de una misma estructura interna de las puntuaciones, así como una aceptable consistencia interna y correlaciones estadísticamente significativas con los componentes de Déficit de Atención e Hiperactividad de la escala EDAH. Conclusiones: este estudio aporta evidencia preliminar sobre la utilidad de la escala BRIEF en contextos culturales diferentes al originario, concretamente en población clínica española.

Referencias bibliográficas

  • Anderson, P.J., & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychological Review, 22, 345-360.
  • Baym, C.L., Corbett, B.A., Wright, S.B., & Bunge, S.A. (2008). Neural correlates of tic severity and cognitive control in children with Tourette Syndrome. Brain, 131, 165-179.
  • Bental, B., & Tirosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Children Psychology and Psychiatry, 48(5), 455-463.
  • Brock, L.L., Rimm-Kaufman, S.E., Nathanson, L., & Grimm, K.J. (2009). The contribution of 'hot' and 'cool' executive function to children's academic achievement and classroom behavior. Early Childhood Research Quarterly, 24, 337-349.
  • Di Trani, M., Casini, M.P., Capuzzo, F., Gentile, S., Bianco, G., Menghini, D., & Vicari, S. (2011). Executive and intellectual functions in attention-deficit/hyperactivity disorder with and without comorbidity. Brain and Development, 33(6), 462-469.
  • Donders, J., Den Braber, D., & Vos, L. (2010). Construct and criterion validity of the Behaviour Rating Inventory of Executive Function (BRIEF) in children referred for neuropsychological assessment after pediatric traumatic brain injury. Journal of Neuropsychology, 4(2), 197-209.
  • DuPaul, G.J., Power, T.J., Anastopoulus, A.D., & Reid, R. (1996). ADHD Rating Scale-IV: Checklist, norms and clinical interpretation. New York: Guilford Press.
  • Elosua, P. (2003). On test validity. Psicothema, 15(2), 315-321.
  • Farré, A., & Narbona, J. (1997). Escala de Déficit de Atención e Hiperactividad (E.D.A.H.) [Scale of Attention Deficit and Hyperactivity (E.D.A.H.)]. Madrid: TEA Ediciones.
  • Ferrando, P.J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en Psicología [Factor analysis as a research technique in Psychology]. Papeles del Psicólogo, 31(1), 18-33.
  • García, T., González-Castro, P., Rodríguez, C., Álvarez, D., Cueli, M., & Álvarez, L. (in press). Application of the BRIEF scale in the delimitation of clinical subgroups of ADHD: An exploratory study. Aula Abierta.
  • García, T., Rodríguez, C., González-Castro, P., Álvarez, D., Cueli, M., & González-Pienda, J.A. (2013). Executive functioning in attention deficit hyperactivity disorder and reading disabilities. International Journal of Psychology & Psychological Therapy, 13(2), 179-194.
  • Garon, N., Bryson, S.E., & Smith, I.M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.
  • Gioia, G.A., Isquith, P.K., Guy, S., & Kenworthy, L. (2000). BRIEF: Behavior Rating Inventory of Executive Function professional manual. Lutz, FL: Psychological Assessment Resources.
  • Gioia, G.A., Kenworthy, L., & Isquith, P.K. (2010). Executive function in the real world: BRIEF lesson from Mark Ylvisaker. Journal of Head Trauma Rehabilitation, 25(6), 433-439.
  • Hale, J.B., Reddy, L.A., Semrud-Clikeman, M., Hain, L.A., Whitaker, J., Morley, J., & Jones, N. (2011). Executive impairment determines ADHD medication response: Implications for academic achievement. Journal of Learning Disabilities, 44(2), 196-212.
  • Han, Y.M.Y., Leunga, W.W., Wong, C.K., Lamc, J.M.K., Cheung, M., & Chan, A.S. (2011). Lymphocyte subset alterations related to executive function deficits and repetitive stereotyped behavior in autism. Research in Autism Spectrum Disorders, 5, 486-494.
  • Henry, L. A, & Bettenay, C. (2010). The assessment of executive functioning in children. Child and Adolescent Mental Health, 15(2), 110-119.
  • Huizinga, M., & Smidts, D.P. (2011). Age-related changes in executive function: A normative study with the Dutch version of the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 17(1), 51-66.
  • Jarratt, K. P, Riccio, C.A., & Siekierski, B.M. (2005). Assessment of Attention Deficit Hyperactivity Disorder (ADHD) using the BASC and BRIEF. Applied Neuropsychology, 12(2), 83-93.
  • Kenworthy, L., Black, D.O., Harrison, B., Della Rosa, A., & Wallace, G.L. (2009). Are executive control functions related to autism symptoms in high-functioning children? Child Neuropsychology, 15(5), 425-440.
  • Korzeniowski, C.G. (2011). Developmental evolution of executive functioning and its relationship with academic learning. Revista de Psicología, 7(13), 7-26.
  • Latzman, R.D., Elkovitch, N., Young, J., & Clark, L. (2010). The contribution of executive functioning to academic achievement among male adolescents. Journal of Clinical and Experimental Neuropsychology, 32(5), 455-462.
  • Lee, N.R., Fidler, D.J., Blakeley-Smith, A., Daunhauer, L., Robinson, C., & Hepburn, S.L. (2011). Caregiver report of executive functioning in a population-based sample of young children with Down syndrome. American Journal of Intellectual Development Disabilities, 116(4), 290-304.
  • LeJeune, B., Beebe, D., Noll, J., Kenealy, L., Isquith, P., & Gioia, G. (2010). Psychometric support for an abbreviated version of the Behavior Rating Inventory of Executive Function (BRIEF) Parent Form. Child Neuropsychology, 16(2), 182-201.
  • Lezak, M., Howieson, D., Bigler, E., & Tranel, D. (2012). Neuropsychological assessment (5thed.). New York: Oxford University Press.
  • Makris, N., Biederman, J., Monuteaux, M.C., & Seidman, L.J. (2009). Towards conceptualizing a neural systems-based anatomy of attention-deficit/hyperactivity disorder. Developmental Neuroscience, 31, 36-49.
  • McCandless, S., & O'Laughlin, L. (2007). The clinical utility of the Behavior Rating Inventory of Executive Function (BRIEF) in the diagnosis of ADHD. Journal of Attention Disorders, 4(10), 381-389.
  • 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.
  • Muñiz, J., Elosua, P., & Hambleton, R.K. (2013). Guidelines for the translation and adaptation of tests: Second edition. Psicothema, 25(2), 151-157.
  • Neri, M.L., Guimaraes, C.A., Oliveira, E.P., Duran, M.H., Medeiros, L.L., Montenegro, M.A.,., & Guerreiro, M.M. (2012). Neuropsychological assessment of children with rolandic epilepsy: Executive functions. Epilepsy & Behavior, 24(4), 403-407.
  • Pratt, B.M. (2000). The comparative development of executive functions in elementary school children with reading disorder and attentiondeficit/hyperactivity disorder. Dissertation Abstracts International: Section B: The Sciences and Engineering, 60(9-B), 4933-4944.
  • Raghubar, K.P., Barnes, M.A., & Hecht, S.A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20, 110-122.
  • Reynolds, C.R., & Kamphaus, R.W. (1992). Behavior Assessment System for Children. Circle Pines, MN: American Guidance Service.
  • Riccio, C.A., Homack, S.P., Jarratt, K., & Wolfe, M. (2006). Differences in academic and executive function domains among children with ADHD predominantly inattentive and combined types. Archives of Clinical Neuropsychology, 21, 657-667.
  • Shaffer, D., Fisher, P., Lucas, C., Dulcan, M., & Schwab, M. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISCIV): Description, differences from previous versions and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28-38.
  • Shimoni, M., Engel-Yeger, B., & Tirosh, E. (2012). Executive dysfunctions among boys with Attention Deficit Hyperactivity Disorder (ADHD): Performance-based test and parents' report. Research in Developmental Disabilities, 33(3), 858-865.
  • Smidts, D.P., & Huizinga, M. (2009). BRIEF Executieve Functies Gedragsvragenlijst: Handleiding. Amsterdam: Hogrefe.
  • Stelzer, F., & Cervigni, M.A. (2011). Academic achievement and executive functions in childhood and adolescence. A review of the literature. Revista de Investigación en Educación, 9(1), 148-156.
  • Toplak, M.E., Bucciarelli, S.M., Jain, U., & Tannock, R. (2009). Executive functions: Performance-based measures and the Behavior Rating Inventory of Executive Function (BRIEF) in adolescents with attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 15(1), 53-72.
  • Van der Ven, S.H., Kroesbergen, E.H., Boom, J., & Leseman, P.P. (2013). The structure of executive functions in children: A closer examination of inhibition, shifting, and updating. British Journal of Developmental Psychology, 31(1), 70-87.
  • Van De Voorde, S., Roeyers, H., Verté, S., & Wiersema, J.R. (2010). Working memory, response inhibition, and within-subject variability in children with attention-deficit/hyperactivity disorder or reading disorder. Journal of Clinical and Experimental Neuropsychology, 32(4), 366-379.
  • Verdejo-García, A., & Bechara, A. (2010). Neuropsychology of the executive Functions. Psicothema, 22(2), 227-235.
  • Vinţan, M.A., Palade, S., Cristea, A., Benga, I., & Muresanu, D.F. (2012). A neuropsychological assessment using computerized battery tests (CANTAB), in children with benign rolandic epilepsy before AED therapy. Journal of Medical Life, 5(1), 114-119.
  • Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. NY: Psychological Corporation [Spanish translation: Escala de Inteligencia Wechsler para niños-IV edición (WISC-IV). Madrid: TEA Ediciones, 2005].
  • Willcutt, E.G., Betjemann, R.S., McGrath, L.M., Chabildas, N.A., Olson, R.K., DeFries, J.C., & Pennington, B.F. (2010). Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46(10), 1345-1361.
  • Williams, J.R. (2008). Revising the Declaration of Helsinki. World Medical Journal, 54(4), 120-122.
  • Wilson, K.R., Donders, J., & Nguyen, L. (2011). Self and parent ratings of executive functioning after adolescent traumatic brain injury. Rehabilitation Psychology, 56(2), 100-106.
Fuente de los datos: Dialnet