Behavior Rating Inventory of Executive Function (BRIEF)

Selected Assessment Test (BRIEF)
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Introduction
Psychological evaluation is a valuable process used to identify developmental gaps, weaknesses, and social or learning disabilities in individuals. By detecting and treating such disabilities and disorders, psychologists can help people lead better lives. Three examples of psychological assessment measures were extensively examined in the preceding papers. These assessments comprised “the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF), the Achenbach System of Empirically Based Assessment (ASEBA), and the Behavior Assessment for Children (BASC-3).” While these measures differ in their methods and focus on specific age groups, they share some similarities. For instance, ASEBA is an observational approach applicable to individuals aged 1 to 90. It evaluates behavioral problems and strengths using a test instrument and software. Conversely, BRIEF is an evaluation tool used to evaluate executive neuropsychological functions in children and young adults.
On the other hand, BASC-3 is a versatile testing method that assesses various dimensions of behavior, primarily in children. It evaluates the brain's executive function in behavior mechanisms that may be impaired, producing results that directly link behaviors to cognitive processes. The assessment also provides scales for measuring cognitive impairment. Recently, the test has been employed to evaluate self-perceptions in young adults with ages of about twenty-five years of age.
In the case of a forensic psychologist in the juvenile judicial system, I recommend using the BRIEF assessment tool to evaluate individuals in this setting. I believe this test is reliable, valid, and appropriate for use as a tool in relevant cases. This review will explain why I prefer the BRIEF assessment and examine how a forensic psychologist can implement it in the field.
In substantiating my suggestion, I will cite the 2014 Standards for Educational and Psychological Testing by the American Educational Research Association (American Educational Research Association et al., 2014). These guidelines offer recommendations for appropriate evaluations in educational and psychological domains. Following these standards, I will illustrate that the BRIEF assessment is a fitting and efficient evaluation instrument for individuals aged 5 to 18, whether in a criminal justice system or an educational context. With its reliable and valid measures of executive functioning, the BRIEF approach can provide valuable insights into an individual's cognitive abilities and aid in designing appropriate interventions.
Relevancy to Specialization or a Related Profession
According to Ward, Forensic Psychology is a field of psychology that incorporates medical knowledge in the judicial process (Ward, 2013). A forensic psychologist's principal responsibility is to perform mental health evaluations of people involved in judicial procedures. Forensic psychologists must administer various assessments to arrive at an accurate diagnosis. In addition to psychological evaluations, a forensic psychologist may provide counselling services to victims of crimes and offer recommendations on child custody evaluations. Forensic psychologists can specialize in assessing school threats, evaluating the competency of juvenile defendants, and designing and implementing treatment programs for juvenile offenders.
Test Purpose and Content, Skills, and Constructs Assessed
The BRIEF assessment is a tool used to evaluate executive functions in children and adolescents of ages between 5 to 18, focusing on neuropsychological aspects (McGill & Snow, 2021). Essentially, it measures the brain's ability to regulate behavior and adapt to changes, particularly in the presence of impairments. The test evaluates multiple cognitive processes related to particular behaviors linked to executive function, producing scales that help clinicians identify problem areas and behaviors indicative of cognitive impairment. Additionally, the BRIEF can determine the extent of damage resulting from brain injuries (Bagnato, 2018). It is a scientifically rigorous approach suitable for multicultural and diverse settings. This approach may benefit children and adolescents suffering from attention issues, depression, blood poisoning, brain traumas, developmental disorders, and some other psychological conditions.
Constructs Measured
The assessment consists of over 80 items that evaluate various aspects of neurotic functions and provide normative data based on age and gender. It includes clinical scales assessing skills such as working memory and emotional control. BRIEF measures behavior in individuals with brain impairment and provides extra information about the subject obtained from the environment. The overall scores help clinicians develop a comprehensive intervention strategy based on the total BRIEF score ratings. The test is standardized for children and adolescents, so it may not be suitable for adults.
However, one of its main benefits is that it can be applied in diverse dimensions. The BRIEF technique is especially useful in diagnosing and evaluating children and adolescents aged 5 to 18 in the administration of justice and education. It assists people suffering from attention-deficit/hyperactivity disorder, anxiety, lead poisoning, cerebral traumas, cognitive impairment, and other psychological issues. Detailed information on the patient's evaluation from instructors, relatives, or caregivers is provided in the examination. It is also valuable for determining whether a juvenile offender is fit to stand trial for a specific crime or should be tried as an average person.
Normative Sample, Sampling Procedures, and Intended Population
The normative sample for BRIEF comprises more than 3,000 individuals aged 8 to 18 years, selected to represent the general population regarding age, gender, ethnicity, and geographic region. The sampling procedure was conducted by randomly selecting individuals from a database of potential participants, emphasizing obtaining a diverse sample that reflected the characteristics of the intended population. The intended population for BRIEF includes children and adolescents who may be experiencing executive function difficulties due to conditions such as ADHD, learning disabilities, or other neurodevelopmental disorders.
The selection of a representative sample for BRIEF is crucial to ensuring reliable and valid results. The normative sample is more likely to provide reliable information about executive functioning abilities across diverse groups. The reason is that it includes people of varied ages, genders, ethnicities, and geographic areas, including those who may be struggling with executive function, such as those with ADHD or cognitive challenges. BRIEF can provide significant data for physicians, teachers, and caregivers who engage with adolescents and kids with these issues.
Required Training, Knowledge, and Skills of Test Users
The administration of the BRIEF assessment is primarily the responsibility of professionals such as clinical psychologists, school psychologists, or neuropsychologists. However, with the guidance of a qualified professional, trained individuals can also administer the test. The specific knowledge and skills required for test users may vary depending on the user context. Test users should generally have a solid understanding of executive functioning, test administration procedures, experience working with the population being assessed, effective rapport-building skills, cultural sensitivity, and ethical considerations. It is essential to note that before independently administering the assessment, test users of BRIEF must receive formal training and supervision from a qualified professional. Additionally, PAR mandates that the user should have the capacity to ethically administer, score, and interpret the assessment using behavioral assessment tools.
Test Technical Quality
DuPaul and his colleagues assessed the technical quality of the BRIEF in a sample of 175 teenagers with attention deficit/hyperactivity disorder (ADHD) and 175 control participants (DuPaul et al., 2018). The study demonstrated an excellent internal consistency of the BRIEF's Global Executive Composite (GEC) score, with a Cronbach's alpha coefficient of 0.97. The GEC score's test-retest reliability was similarly strong, with a high intra-class correlation coefficient of 0.89. The study also discovered indications of convergent and divergent validity because the BRIEF's GEC score was highly linked with executive functioning measures and ADHD symptoms while demonstrating a lesser correlation with anxiety and depression assessments.
Another study investigated the BRIEF assessment’s validity and reliability in a sampled population of 136 Korean kids with autism spectrum disorder (ASD) and 80 naturally developing kids (Ko, H.Y. et al., 2018)...