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Details
Purpose
Assesses executive functioning in preschool-aged children
Authors
Gerard A. Gioia, PhD, Kimberly Andrews Espy, PhD, and Peter K. Isquith, PhD
Administration Formats
Additional Details
Useful in Assessing Pre-School Aged Children for Emerging Attention Disorders, LD, TBI, Autism, and Lead Exposure
The BRIEF-P is the first standardized rating scale designed to specifically measure the range of executive function in preschool-aged children.
Features and benefits
- Captures executive functions in the everyday context providing an ecologically valid and efficient tool for screening, assessing, and monitoring current executive functioning and development.
- Intended as a focused measure of executive function and not as a broad measure of attention and behavior problems.
- Questionnaire for parents and teachers of preschool-aged children that enables professionals to assess executive function behaviors in the home and preschool environments.
- Contains 63 items within five nonoverlapping theoretically and empirically derived clinical scales that measure different aspects of executive functioning: Inhibit, Shift, Emotional Control, Working Memory, and Plan/Organize.
- Useful in assessing preschool-aged children with such medical, acquired neurological, and developmental conditions as prematurity, emerging learning disabilities and attention disorders, language disorders, traumatic brain injuries, lead exposure, and pervasive developmental disorders/autism.
Recommended Resource
Learn more about enhanced interpretation of BRIEF-P ratings via our white paper.
Available in Spanish
BRIEF-P Rating Forms have been translated into U.S. Spanish. This product uses English norms only.
The BRIEF-P Spanish Rating Form is now available as an i-Admin, so clinicians can administer the BRIEF-P digitally to Spanish-speaking parents and teachers.
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FAQs
What is the technical information of the BRIEF®-P?
Technical information
- Normative data are based on child ratings from 460 parents and 302 teachers from urban, suburban, and rural areas, reflecting 1999 U.S. Census estimates for race/ethnicity, gender, socioeconomic status, and age.
- Clinical samples included children with ADHD, prematurity, language disorders, and autism spectrum disorders, as well as a mixed clinical group.
- Demonstrates high internal consistency reliability (.80–.95 for the parent sample and .90–.97 for the teacher sample) and moderate test-retest reliability (.78–.90 for the parent sample and .64–.94 for the teacher sample).
- Demonstrates convergent and discriminant validity with other measures of inattention, hyperactivity-impulsivity, depression, atypicality, anxiety, and somatic complaints.
Test structure
- A single rating form allows parents, teachers, and day care providers to rate a child’s executive functions within the context of his or her everyday environments—home and preschool.
- Three broad indexes (Inhibitory Self-Control, Flexibility, and Emergent Metacognition), one composite score, and two validity scales (Inconsistency and Negativity) are provided.
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