Farhad Ghadiri Sourman Abadi; karim abdolmohamadi; Asgar Alimohamadi
Abstract
The study was aimed to compare social isolation and psychological well-being in students with specific learning disabilities and normal. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning ...
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The study was aimed to compare social isolation and psychological well-being in students with specific learning disabilities and normal. 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 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.
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.
karim abdolmohamadi; farhad ghadiri
Abstract
Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive ...
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Abstract
Depression is a mood disorder that results in persistent feelings of sadness and loss of interest. The purpose of this study was to compare the executive functions and sluggish cognitive tempo of individuals with depressive disorder to those who are normal. The present study utilized a descriptive causal-comparative method. The statistical population consisted of clients with depression disorder who visited Health Centers in Tabriz city. A total of 100 participants were selected to take part in the research. The executive skills questionnaire (Strait et al., 2019), Sluggish Cognitive Tempo questionnaire (Beker et al., 2017), and the depression screening questionnaire (PHQ-9) were used to collect data. The results of the multivariate analysis of variance indicated that individuals with depression exhibited weaker performance in all components of executive functions (planning, time management, emotion regulation, organization, and behavior regulation) compared to the healthy group (p < 0.001). Additionally, the Sluggish Cognitive Tempo component was significantly higher in depressed individuals than in normal individuals (p < 0.001). Therefore, based on the findings of this study, it can be concluded that individuals with depression experience serious deficiencies in executive functions and encounter more problems in the Sluggish Cognitive Tempo component than the healthy group.
Extended Abstract
Introduction
Major depressive disorder is a widespread psychological disorder that affects public health worldwide (Vancappel et al, 2021). Studies have shown that depression is related to deficits in executive functions (Hawkey, 2017; Wagner et al, 2012), wich means people with major depressive disorder show more deficits in executive functions (LeMoult & Gotlib, 2019). Executive functions are a set of skills that enable individuals to plan and meet goals, self-regulate, and stay focused in face of distractions (Abdolmohammadi et al, 2019). Slow cognitive tempo is a relatively new clinical construct that refers to symptoms such as lethargy, daydreaming, sleepiness, mental confusion, and slow thinking and behavior (Becker, 2021; Bernad et al, 2016). However, research on Slow Cognitive Tempo (SCT) as a separate disorder from Attention Deficit/Hyperactivity Disorder (AD/HD) has not been well-established for people with depressive disorder. Therefore, the purpose of this study is to compare levels of executive functions and Slow Cognitive Tempo between two groups: those with depressive disorder and those without.
Literature Review
Researches have reported that individuals with depression who have more deficits in their executive functions tend to experience more resistance in the treatment process (López-Sola et al, 2020), leading to more challenging treatment outcomes. While some studies have showed a link between executive functions and depression, others have produced conflicting results. For example, Nakano et al (2008) and Pardo et al (2006) both found no significant difference between the executive functions of depressed and non-depressed individuals. Despite this ambiguity, research has shown a strong connection between major depressive disorder and slow cognitive rhythm disorder (Bernad et al, 2016), leading to the hypothesis that cognitive tempo disorder may be a distinct clinical construct worth investigating, particularly in the context of depression. However, Burns et al (2013) suggested through their research that cognitive tempo disorder and major depressive disorder are two unrelated disorders that should be treated separately. Overall, while there is evidence supporting the relationship between executive functions and depression, more consistent and robust research is needed to understand the extent of this connection.
Methodology
The present study adopted a descriptive causal-comparative method. A total of 100 participants with depression disorder who were clients of the health centers in Tabriz city were selected. The Executive Skills Questionnaire, Sluggish Cognitive Tempo Questionnaire, and Depression Screening Questionnaire (PHQ-9), were used to collect data.
Results
The results obtained from univariate analysis of variance show two groups with depressive disorder and healthy in terms of sub-components of functions, with depressive disorder and healthy in terms of sub-components of implementation functions (planning, time management, emotion regulation, organization and regulation of behavior) as well as slow cognitive tempo are significantly different from each other. Supplementary investigations show that the healthy group has fewer executive function defects than the group with depressive disorder, and the problem of slow cognitive tempo is more common in the depressed group than in the healthy group.
Conclution
The study suggests that individuals with depressive disorder scored lower than healthy controls all most components of executive functions. Additionally, the results indicated that individuals with depressive disorder experienced a higher level of slow cognitive tempo compared to healthy controls.
Keywords: Depression, Executive Functions, Sluggish Cognitive Tempo.
Acknowledgments
We extend our heartfelt gratitude to all individuals who participated in this study, as well as the health care providers and staff of the health centers of Tabriz who lent us their invaluable aid and support in conducting this research.