Concurrent Validity of the Behavior Rating Inventory of Executive Function in Children with Attention Deficit Hyperactivity Disorder

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Mojgan Zarrabi ◽  
Zahra Shahrivar ◽  
Mehdi Tehrani Doost ◽  
Mojgan Khademi ◽  
Ghazale Zargari Nejad
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Concurrent Validity ◽  
Behavior Rating ◽  
Hyperactivity Disorder ◽  
Behavior Rating Inventory

scholarly journals Executive Function Impairments in Children with Attention-Deficit Hyperactivity Disorder: Do They Differ between School and Home Environments?

2007 ◽  
Vol 52 (8) ◽  
pp. 527-534 ◽  
Author(s):  
Daniela Mares ◽  
Alan McLuckie ◽  
Michael Schwartz ◽  
Michael Saini
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Attention Deficit ◽  
Rating Scale ◽  
Secondary Data ◽  
Current Theory ◽  
Hyperactivity Disorder ◽  
Behavior Rating Inventory ◽  
Clinically Significant ◽  
Inattention And Hyperactivity

Objective: The primary purpose of this study was to compare parent and teacher reports of executive function (EF), as measured by the Behavior Rating Inventory of Executive Function (BRIEF), on a sample of children who had been diagnosed with attention-deficit hyperactivity disorder (ADHD). If differences were found, the secondary purpose was to explore these differences by determining which of the 8 BRIEF scales, each representing a different EF, would best predict symptoms of ADHD by the 2 proxy reporters. Method: We performed a secondary data analysis on the assessment information pertaining to 240 children, aged 5 to 15 years, accessing services at an urban Toronto psychiatric program specializing in ADHD. We compared parent and teacher ratings and applied logistical binary regressions to predict the probability of a child's meeting the criteria for clinically significant inattention and hyperactivity–impulsivity on the ADHD Rating Scale-IV. Results: As expected, teachers reported more variety and severity of EF impairments than did parents. In addition, teachers used inhibition, organization of materials, and planning and organizing as predictors of ADHD symptoms, whereas parents relied predominantly on inhibition, working memory, and planning and organizing as the risk factors. Conclusion: Consistent with the current theory, EF impairments, particularly in inhibition, appear to underlie the behavioural manifestation of ADHD. However, parents and teachers do not always agree when reporting EF impairments at home and in school. Thus information from both types of informants is essential for understanding and treating children with this disorder.

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