A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Area of Science:

• Developmental Psychology
• Educational Psychology
• Neuropsychology

Background:

• Early identification of executive dysfunction is critical for students at risk for behavioral issues.
• The Behavior Rating Inventory of Executive Functioning (BRIEF) assesses executive functions vital for school success.
• Validation of the updated BRIEF-2 is needed for early elementary students.

Purpose of the Study:

• To examine the factor structure of the BRIEF-2 Teacher Rating form in kindergarten and first graders.
• To validate the BRIEF-2 for students at risk for emotional and behavioral disorders.
• To assess criterion-related validity with performance-based executive functioning and behavioral outcomes.

Main Methods:

• Item-level analyses were conducted on data from 1,112 students.
• The factor structure of the BRIEF-2 Teacher Rating form was examined.
• Criterion-related validity was assessed using the Head-Toes-Knees-Shoulders task and behavioral data.

Main Results:

• Little evidence supported the original three-index model of the BRIEF-2.
• A modified two-index model, including a Cognitive Regulation Index and a Behavior-Emotion Regulation Index, was supported.
• Positive relationships were found between BRIEF-2 scores and performance-based executive functioning, as well as later internalizing and externalizing behaviors.

Conclusions:

• The findings support a modified two-factor structure for the BRIEF-2 in early elementary students.
• The BRIEF-2 demonstrates validity for identifying executive dysfunction in at-risk young learners.
• Implications for early identification and school-based interventions for behavioral disorders are discussed.