Examining the reliability and validity of the Japanese version of the Behavior Rating Inventoryof Executive Function: Teacher Form (BRIEF-T) for Japanese elementary students

Abstract

The aim of this study was to investigate the reliability and validity of the Japanese version of the Behavior Rating Inventory of Executive Function – Teacher form (BRIEF-T). This modified BRIEF-T was administered to 643 children (1st─6th grades) as a community group and 64 boys with ASD and/or ADHD as a clinical group. Confirmatory factor analysis showed that the modified rating scale had a two-factor structure, corresponding to its original version. Additionally, the results indicated that the scale had high internal consistency, test-retest reliability, and concurrent validity. Furthermore, upon setting the cutoff point at mean + 1.5 SD based on the original version, 3.3─9.7% of boys and 5.7─10.1% of girls in the community group were estimated to have executive dysfunction. In the clinical group, the discriminative power was low in the 1st and 2nd grades but was appropriate in children in the 3rd to 6th grades. These findings suggest that the Japanese version of BRIEF-T is reliable and valid, and could be an effective method for the screening children suffering from executive dysfunction.

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