教師記入式実行機能行動評定尺度の小学生に対する信頼性及び妥当性の検証

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  • Examining the reliability and validity of the Japanese version of the Behavior Rating Inventoryof Executive Function: Teacher Form (BRIEF-T) for Japanese elementary students
  • キョウシ キニュウシキ ジッコウ キノウ コウドウ ヒョウテイ シャクド ノ ショウガクセイ ニ タイスル シンライセイ オヨビ ダトウセイ ノ ケンショウ

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<p>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. </p>

収録刊行物

  • 心理学研究

    心理学研究 92 (6), 554-563, 2022

    公益社団法人 日本心理学会

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