Lourdes Ezpeleta1, Roser Granero2, Eva Penelo2, Núria de la Osa3, Josep M Domènech2. 1. Universitat Autònoma de Barcelona, Spain Departament de Psicologia Clínica i de la Salut Lourdes.Ezpeleta@uab.cat. 2. Universitat Autònoma de Barcelona, Spain Departament de Psicobiologia i Metodologia de les Ciències de la Salut. 3. Universitat Autònoma de Barcelona, Spain Departament de Psicologia Clínica i de la Salut.
Abstract
OBJECTIVE: We provide validation data on the Behavior Rating Inventory of Executive Functioning-Preschool version (BRIEF-P) in preschool children. METHOD: Teachers of a community sample of six hundred and twenty 3-year-olds, who were followed up at age 4, responded to the BRIEF-P, and parents and children answered different psychological measures. RESULTS: Confirmatory factor analysis achieved adequate fit of the original structure (five-first-order-factor plus three-second-order-factor model) after excluding four items. The derived dimensions obtained satisfactory internal consistency, moderate convergent validity with psychopathology and temperament, and good ability to discriminate between children with ADHD. BRIEF-P scales were not associated with a performance-based measure of attention. The teacher's BRIEF-P adds significant clinical information for the diagnosis of ADHD (ΔR(2) from 5.3 to 15.3) when used with other instruments for the assessment of psychopathology, functional impairment, or performance-based attention. CONCLUSION: The BRIEF-P may be useful in the identification of preschool children, specifically those with ADHD, who might have a dysfunction in executive functioning.
OBJECTIVE: We provide validation data on the Behavior Rating Inventory of Executive Functioning-Preschool version (BRIEF-P) in preschool children. METHOD: Teachers of a community sample of six hundred and twenty 3-year-olds, who were followed up at age 4, responded to the BRIEF-P, and parents and children answered different psychological measures. RESULTS: Confirmatory factor analysis achieved adequate fit of the original structure (five-first-order-factor plus three-second-order-factor model) after excluding four items. The derived dimensions obtained satisfactory internal consistency, moderate convergent validity with psychopathology and temperament, and good ability to discriminate between children with ADHD. BRIEF-P scales were not associated with a performance-based measure of attention. The teacher's BRIEF-P adds significant clinical information for the diagnosis of ADHD (ΔR(2) from 5.3 to 15.3) when used with other instruments for the assessment of psychopathology, functional impairment, or performance-based attention. CONCLUSION: The BRIEF-P may be useful in the identification of preschool children, specifically those with ADHD, who might have a dysfunction in executive functioning.
Authors: Neda Mortaji; John E Krzeczkowski; Khrista Boylan; Linda Booij; Maude Perreault; Ryan J Van Lieshout Journal: Am J Clin Nutr Date: 2021-10-04 Impact factor: 8.472