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BRIEF®-SR

Behavior Rating Inventory of Executive Function®–Self-Report Version

Steven C. Guy, PhD, Peter K. Isquith, PhD, and Gerard A. Gioia, PhD

Purpose:
Assesses an adolescent's view of his or her cognitive, emotional, and behavioral functions
Format:
Paper and pencil, Online administration and scoring via PARiConnect
Age range:
11 years to 18 years
Time:
10–15 minutes
Qualification level:
B
B
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

Newer version available! The BRIEF2 includes Parent, Teacher, and Self-Report forms and updated norms from all 50 U.S. states. Click here for more information.

 

Designed to complement the BRIEF Parent and Teacher Forms, the BRIEF-SR captures a child or adolescent’s view of his or her own purposeful, goal-directed, problem-solving behavior.

Features and benefits

  • Provides multiple perspectives. Can be used alone or in tandem with the BRIEF Parent or Teacher forms.
  • Focuses treatment planning. Understanding an adolescent’s level of awareness of his or her own difficulties with self-regulation is a critical element in focused treatment and educational planning.
  • Appropriate for use with a broad range of conditions. The BRIEF-SR is designed to be completed by children and adolescents with a 5th-grade or higher reading level, including individuals with attention disorders, language disorders, traumatic brain injuries, lead exposure, learning disabilities, high-functioning autism spectrum disorders, and other developmental, neurological, psychiatric, and medical conditions.
  • Nonoverlapping scales. Theoretically and statistically derived scales measure different aspects of an adolescent’s behavior, such as his or her ability to control impulses, move freely from one situation to the next, modulate responses, anticipate future events, and keep track of the effect of his or her behavior on others.

Test structure

  • Clinical scales (Inhibit, Shift, Emotional Control, Monitor, Working Memory, Plan/Organize, Organization of Materials, and Task Completion) measure different areas of executive functioning; two validity scales (Inconsistency and Negativity) help to provide a well-rounded picture of the behavior of the child or adolescent being rated.
  • The clinical scales form two broader Indexes (Behavioral Regulation and Metacognition) and an overall score, the Global Executive Composite.

Technical information

  • Internal consistency is high for the Global Executive Composite (α = .96) and moderate-to-high for the clinical scales (αs = .72-.96). Interrater reliability is strong between Global Executive Composite ratings and scoring on the BRIEF Parent form (r = .56).
  • BRIEF-SR ratings for groups of adolescents with ADHD-I, ADHD-C, insulin-dependent diabetes mellitus, autism spectrum disorders, and anxiety and depressive disorders showed different patterns of scale elevations for each group compared to matched control groups. Correlations between adolescent and parent ratings for the clinical groups were strong, suggesting good agreement much of the time.

 

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