Preschool years are an important period for executive function (EF) development. The two common ways of assessing EF in preschoolers are performance-based (PB) and rating measures. One of the most commonly used rating scales for preschoolers is the Behaviour Rating Inventory of Executive Function – Preschool Version (BRIEF-P). The current study explored the longitudinal relationship between three PB measures (Grass/Snow, Shape School, Self-ordered Pointing) and corresponding BRIEF-P scales (Inhibit, Shift, Working Memory) in typically developing preschoolers. There were three assessments in six-month intervals. Participants included 101 children at Time 1, with 86 and 75 in subsequent assessment time points. Using a latent variable approach, longitudinal measurement invariance was tested, supporting partial strong invariance. Results showed a lack of direct correlations between PB measures and corresponding BRIEF-P scales across time. These findings were interpreted in the context of existing literature, yielding a more nuanced understanding of what these two types of measures assess. Specifically, it is proposed that BRIEF-P measures children’s subjective, average level of EF, while PB tasks measure their objective, in-the-moment EF. / Graduate

This study tested the construct validity of a preschool measure of executive function (Behavior Rating Inventory of Executive Function; BRIEF-P) through support of convergent and discriminant validity using the multitrait-multimethod validation process. Convergent validity was examined through teacher ratings of executive function and Attention-Deficit/Hyperactivity Disorder (ADHD) and through the measurement of executive function on a performance measure. Determination of discriminant validity was attempted through teacher ratings of executive function and anxious/shy behaviors and through performance measures of visuospatial processing. Participants were placed in one of two groups: a control group/no diagnosis (n = 21) or an ADHD Group (n = 14). Group comparisons were conducted using t-tests and chi-square analysis and determined group differences related to gender, ethnic background, IQ, and age. An Analysis of covariance, controlling for gender, indicated significantly higher teacher ratings of preschool-age children with ADHD than without ADHD on the BRIEF-P. Pearson correlations suggest a strong relationship between similar constructs utilizing same method procedures and a moderate relationship measuring the same construct between measures. Discriminant validity was unable to be established due to non significant relationships between the same trait/between methods and different trait/between methods correlations. However, the small number of participants (n = 35) and poor teacher return rate of questionnaires (control n = 7; ADHD n = 14) may have affected the results of this study. There were several other limitations of this study, including the design of the study and the extended length of time to complete the study. / School Psychology

No description available.