BRIEF-P: Attention Deficit Hyperactivity Disorders and Autism Spectrum Disorder

Published

2020-03-31

How to Cite

Bausela Herreras, E. (2020). BRIEF-P: Attention Deficit Hyperactivity Disorders and Autism Spectrum Disorder. Revista De Psiquiatría Infanto-Juvenil, 37(1), 17–28. https://doi.org/10.31766/revpsij.v37n1a3

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Section

Orginial article

Authors

DOI:

https://doi.org/10.31766/revpsij.v37n1a3

Keywords:

BRIEF-P, executive functions, inhibition of automatic responses, neurodevelopmental disorder, cognitive flexibility

Abstract

Introduction: Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are two neurodevelopmental disorders, with independent diagnostic features, which share common symptoms with patients suffering from brain damage or dysfunction of the prefrontal cortex, that are associated with alterations in executive functions.
Objective: To analyse and compare the profiles of executive functioning in children with ADHD versus children with ASD.
Method: Non-experimental or ex post facto design; descriptive study. Participants. 25 parents and 31 teachers evaluated 56 children. Data collection instrument. BRIEF-P evaluates the executive functions in children aged between 2 to 5 years and 11 months via parents, teachers or other regular caregivers of the child. BRIEF-P analyses the development (hetero-report format) of executive functions in the school and family contexts by means of informant’s reports. Analysis of data. The scores obtained in the different clinical scales and indices were compared for type of neurodevelopmental disorder, by applying parametric (student’s t-test) and nonparametric methods. Results showed differences in: (i) clinical flexibility scale (U = 116,000, p = .023) and flexibility index (U = 111,500, p <.041) when the informants were the parents; and (ii) in clinical scale of Flexibility (U = 201.000, p = .000), clinical scale Emotional Control (U = 164.500, p <.039) and Flexibility index (U = 190,500, p <.001) when the informants were teachers.
Conclusions: We estimate that BRIEF-P can be used by parents and teachers in the process of evaluating executive functioning in children with ADHD and ASD, based on significant differences between both neurodevelopmental disorders, in flexibility (parents and teachers) and emotional control (only teachers).

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Author Biography

Esperanza Bausela Herreras, Universidad Pública de Navarra

Departamento de Ciencias de la Salud, Área de Psicología Evolutiva y de la Educación
Campus de Arrosadia s/n, Universidad Pública de Navarra, 31006 Pamplona, España.
Correo electrónico: esperanza.bausela@unavarra.es
ORCID: 0000-0002-5961-1397

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