Author(s): Gioia, G.A., Isquith, P.K., Guy, S.C., & Kenworthy, L.
Year of Publication: 2015 - 2nd edition (Original - 2000)
Publisher: PAR
Type of Assessments:
Standardized
Self-report
Norm-referenced
Cost: $529.00+
How to Access: https://www.parinc.com/products/BRIEF-2
Age: School-aged children (5-18yrs - Parent form) and Adolescents (11-18 yrs-Self-report form)
Diagnoses: Self-regulatory concerns, ASD, intellectual & learning disabilities, attention disorders, TBI, depression, and other developmental, neurological, psychiatric, and medical conditions
Setting: school-based, pediatric outpatient, home health
self-report rating scale completed by parents, teachers, or caregivers on children and adolescents to determine levels of awareness & perceptions of the child's executive functioning
Self-regulation
Behavioral Regulation Index (BRI):
Inhibit
Self-Monitor
Emotional Regulation Index (ERI):
Shift
Emotional Control
Cognitive Regulation Index (CRI):
Initiate
Working Memory
Plan/Organize
Task-Monitor
Organization of Materials
Time: 15 mins to administer; 20 mins to score
Group/Individual: Individual
Subtests: 63 items within 9 scales - inhibit, self-monitor, shift, emotional control, initiate, working memory, plan/organize, task-monitor, & organization of materials
Instructions: Instructions vary slightly within the parent, teacher & self-report forms but the client will read the instructions and follow accordingly.
Materials: BRIEF2 form (Parent, Teacher, Self-report), pen/pencil, & flat writing surface.
User Qualifications: Should be administered who do not have formal training in neuropsychology, clinical psychology, school psychology, counseling psychology, or related fields; score and profile interpretation needs to be complete by a graduate with training in neuropsychology, clinical psychology, school psychology, counseling psychology, speech & language pathology, neuropsychiatrist, behavioral neurology, developmental pediatrics, general pediatrics or closely related field
How to Score: The circled score for each item will be transferred into the box provided in that item row on the score sheet
Sum the item scores in each column and enter the subtotal in the box at the bottom of the column.
Transfer the scale subtotals for items 1-32 to the appropriate boxes in the row for subtotals at the bottom of the facing page
Sum the two subtotals for each scale, and enter the total in the total raw scale score box above the scale name
Transfer each scale raw score to the raw score column in the Scoring Summary Table
Sum the raw scores for the inhibit and self-monitor scales to obtain the raw score for the Behavior Regulation Index (BRI)
Sum the raw scores for the Shift and Emotional Control scales to obtain the raw score for the Emotional Regulation Index (ERI)
Sum the raw scores for the Initiate, Working Memory, Plan/Organize, Task-Monitor, & Organization of Materials scales to obtain the raw score for the Cognitive Regulation Index (CRI)
Sum the raw scores for the three indexes (BRI, ERI, CRI) to obtain the raw score for the Global Executive Composite (GEC)
Locate the appropriate normative table in Appendix A of the manual and find the raw score for each scale, index, or GEC in the raw score column and then move across the tow to the corresponding T-score and percentile that should be entered in the Scoring Summary Table
Locate the 90% confidence interval (CI) value for each scale, index & GEC at the bottom of the appropriate column in the normative table
Calculate the low end and high end of the interval, and enter those values in the appropriate spaces in the Scoring Summary Table
*Infrequency items are indicated by an "F" in the margin of the scoring sheet (#18, 36, 54) - circle the item number on the right for each infrequency item with a score of 2 or 3
Count the number of circled items to determine the Infrequency score (range 0-3)
*Negativity items are indicated by an "N" in the margins (# 14, 28, 30, 34, 39, 41, 58, 60) - circle the item number on the right with a score of 3
Count the number of circled items to determine Negativity score (range 0-8)
For each item pair, transfer the item score for each item marked "I" in the margin
Subtract the smaller number from the larger number and enter the difference in the Difference column
Sum the numbers in the difference column to obtain Inconsistency score (range 0-16)
Score Indications:
Infrequency Score
Score = 0 = 99th percentile = Acceptable
Score >1 = >99th percentile = Questionable
Negativity Score
Score <6 = <98th percentile = Acceptable
Score 7 = 99th percentile = Elevated
Score >8 = >99th percentile = Highly Elevated
Inconsistency Score:
Score <6 = <98th percentile = Acceptable
Score 7 = 99th percentile = Elevated
Score >8 = >99th percentile = Highly Elevated
Reliability:
Parent & Teacher form: = >.90
Self-report: =>.80
Validity:
Correlated iwth other behavior and IQ measures - CBCL, BASC-2, Connors-3, ADHD-RS-IV, RIAS, WISC-IV, & WAIS-IV
Strengths:
More concise scales reduce the time burden on all involved
Large standardization sample via age, gender, ethnicity, parent education, & geographic region
Different forms allow for adolescents 11-18 years old to report on their own to enhance independence, self-advocacy, and awareness
Items can be read aloud to the examinee which can allow for individuals with visual issues to still complete the task
Assesses real-world application of executive functioning and not just test performance to determine environmental effects of functioning
Multiple forms indicate gathering information from various individuals will help provide an overarching view of the child's functioning
Highly peer-supported
Weaknesses:
Self-report indicates a risk of inaccurate recollection of the client's level of functioning, especially from the point of view of the parent, teacher, or caregiver
Does not diagnoses any conditions
Asher, I. E. (2014). Asher’s occupational therapy assessment tools: An annotated index (4th ed.). AOTA Press.
https://www.parinc.com/docs/default-source/product-resources/brief2-fact-sheet.pdf