[1] By design, the BRIEF is intended to provide a standardized method of asking multiple raters about executive functions in daily life in a manner that is not specific to any particular disorder.
[1] Because it is not disorder-specific, the BRIEF may be used to assess executive function behaviors in children and adolescents experiencing a wide range of difficulties, such as those related to learning, attention, brain injuries, developmental disorders, and various psychiatric conditions and medical issues.
[6] Scores on the Negativity scale measures the extent to which the respondent answered selected items in an unusually negative manner whereas scores on the Inconsistency scale indicate the extent to which the respondent answered similar items in an inconsistent manner.
Evidence for the convergent and divergent aspects of the BRIEF's validity comes through its correlation with other measures of emotional and behavioral functioning.
This computer program provides separate normative tables for both the Parent and Teacher Forms in which figure T scores, percentiles, and 90% confidence intervals for four developmental age groups (5–18 years) by gender of the child.
Specifically, the Metacognitive Scale (Working Memory subscale) is useful for identifying the presence of ADHD whereas the Behavioural Regulation scale (Inhibit subscale) has demonstrated clinical utility at distinguishing between the inattentive and combined (i.e., inattentive and hyperactive) subtypes of the disorder.
Children with a reading disorder showed greater difficulties on the Working Memory and the Plan/Organize subscales of the Metacognitive Scale.