Asgar Alimohamadi; karim abdolmohamadi; Abolfazl Gadami
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
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Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities ...
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The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended Abstract IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
Asgar Alimohamadi; Karim Abdolmohamadi; Abolfazl Gadami
Abstract
The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged ...
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The purpose of this study was to investigate the psychometric properties of the two-factor questionnaire of executive dysfunction among adolescents. The method of the research was descriptive and psychometric research. The statistical population of the research consisted of all the male students aged 12 to 18 years of East Azerbaijan province in the academic year of 1401-1401 in Iran. From this population, 1000 students were selected by multi-stage random sampling method, and their parents completed the two-factor questionnaire of adolescent executive dysfunction (TEXI) and also the behavior rating inventory of executive function, second edition. Finally, the questionnaire of 602 parents was analyzed. In order to check the reliability, the method of internal consistency, Cronbach's alpha, and the correlation coefficient between the questions and the total score were used, and to measure the validity, confirmatory factor analysis and criterion validity were used. The results of the research showed that the two-factor questionnaire of executive dysfunction has good reliability and validity. Also, the criterion validity of the questionnaire was confirmed (p<0.05). Therefore, it can be concluded that the present questionnaire is a suitable tool for evaluating executive dysfunction among adolescents.