(BRIEF-2) Behavior Rating Inventory of Executive Function, Second Edition
(BRIEF-2) Behavior Rating Inventory of Executive Function, Second Edition
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About This Product
BRIEF2 BY GERARD A. GIOIA, PHD, PETER K. ISQUITH, PHD, STEVEN C. GUY, PHD, AND LAUREN KENWORTHY, PHD.
The Behavior Rating Inventory of Executive Function, Second Edition measures executive function in home and school environments. This new edition maintains the original’s intrinsic qualities that made it so popular. It is efficient, comprehensive, and useful for evaluating children and adolescents with developmental and acquired neurological conditions such as learning disabilities, ADHD, traumatic brain injury, low birth weight, Tourette’s Disorder, and autism.
Requiring just 10 minutes to administer, the BRIEF2 is an efficient way to evaluate impairment of executive function in children and adolescents with neurological conditions.
What's new in the second edition
- Parent, Teacher, and Self-Report Forms are covered in the same manual
- Item content is more consistent across the three forms
- Rater discrepancy base rates allow you to easily examine different perspectives from multiple raters
- Scales are more concise, making administration easier for the respondent
- New Infrequency Scale to help identify unusual responding
- Task-Monitor and Self-Monitor Scales are now separate
- New screening forms quickly indicate whether further assessment is needed
Clinical Scales
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Global Executive Composite |
Behavior Regulation Index |
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Inhibit |
Control impulses; appropriately stop own behavior at the proper time |
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Self-Monitor |
Keep track of the effect of own behavior on others |
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Emotional Regulation Index |
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Shift |
Move freely from one situation, activity, or aspect of a problem to another as the situation demands; transition; solve problems flexibly |
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Emotional Control |
Modulate emotional responses appropriately |
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Cognitive Regulation Index |
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Initiate (Parent/Teacher only) |
Begin a task or activity; independently generate ideas |
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Task Completion (Self-Report only) |
Complete schoolwork or chores in timely fashion; finish tests within time limits; work at a satisfactory pace |
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Working Memory |
Hold information in mind for the purpose of completing a task; stay with, or stick to, an activity |
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Plan/Organize |
Anticipate future events; set goals; develop appropriate steps ahead of time to carry out an associated task or action; carry out tasks in a systematic manner; understand and communicate main ideas or key concepts |
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Task-Monitor (Parent/Teacher only) |
Check work; assess performance during or after finishing a task to ensure attainment of goal |
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Organization of Materials (Parent/Teacher only) |
Keep work space, play areas, and materials in an orderly manner |
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Validity Scales
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Inconsistency |
Extent to which the respondent answers similar items in an inconsistent manner |
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Negativity |
Extent to which the respondent answers selected items in an unusually negative manner |
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Infrequency |
Extent to which the respondent endorses unlikely events |