Behavior ratings of executive functions index multiple domains of psychopathology and school functioning in child psychiatric outpatients.
Behavior ratings of executive functions index multiple domains of psychopathology and school functioning in child psychiatric outpatients.
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执行功能的行为评级反映了儿童精神病学门诊患者的精神病理学和学校功能的多个领域。
DOI：
10.1080/21622965.2022.2099743
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Doyle,AlysaE
中科院分区：
文献类型：
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作者：
Pollastri,AlishaR;Forchelli,Gina;Vuijk,PieterJ;Stoll,SamanthaJ;Capawana,MichaelR;Bellitti,Joseph;Braaten,EllenB;Doyle,AlysaE
行为评定量表的执行功能（EF）是方便的，并与学术和其他成果，然而，以前的研究表明有限的相关性与心理测量测试的EF。为了更好地了解他们的临床效用的潜力，我们研究了在何种程度上父母的行为评定量表的执行功能（BRIEF）的评分相关的精神病理学结构和心理测量学测试分数的样本N = 692精神科门诊患者8-17。然后，在青年（N= 261）的子样本中，我们将BRIEF、精神病理学结构和心理测量学测试分数与教师对学校功能的评价相关联。BRIEF量表与多种类型的精神病理学显著相关，包括ADHD、自闭症谱系、情绪、焦虑、行为、对立违抗和精神障碍。虽然BRIEF与心理测量学EF测试的关联有限，但其全球执行综合评分解释了教师报告功能的额外差异，超出了临床诊断（学习技能的额外解释差异为9.9%）和心理测量学测试（学习问题的额外解释差异为2.1%，学习技能为4.5%）的预测。在考虑了精神症状后，全球执行综合指标与教师评定的学校功能没有显著相关。这些发现支持进一步研究BRIEF在临床实践中的独特贡献。
Behavior rating scales of executive functions (EFs) are convenient and associate with academic and other outcomes; however, prior studies indicate limited correlations with psychometric tests of EFs. To better understand their potential for clinical utility, we examined the extent to which parent ratings on the Behavior Rating Inventory of Executive Function (BRIEF) related to psychopathology constructs and psychometric test scores in a sample ofN= 692 psychiatric outpatients aged 8–17. Then, in a subsample of the youth (N= 261), we related the BRIEF, psychopathology constructs, and psychometric test scores to teacher ratings of school functioning. BRIEF scales were significantly associated with multiple types of psychopathology including ADHD, autism spectrum, mood, anxiety, conduct, oppositional defiant, and psychotic disorders. While the BRIEF showed limited associations with psychometric EF tests, its Global Executive Composite score explained additional variance in teacher-reported functioning beyond what was predicted by clinical diagnoses (additional explained variance of 9.9% in study skills) and psychometric tests (additional explained variance of 2.1% in learning problems and 4.5% in study skills). The Global Executive Composite was not significantly related to teacher-rated school functioning after psychiatric symptoms were accounted for. These findings support further investigation of the unique contribution of the BRIEF in clinical practice.