Measuring executive functioning with the Multidimensional Everyday Memory Ratings for Youth (MEMRY): concurrent validity with the BRIEF-2 in a large neurological and medical sample.

IF 1.6 3区心理学 Q3 CLINICAL NEUROLOGY

Child Neuropsychology Pub Date : 2024-10-01 Epub Date: 2024-02-14 DOI:10.1080/09297049.2024.2304376

Brian L Brooks, Sandra J Mish, William S MacAllister, Taryn B Fay-McClymont, Marsha Vasserman, Elisabeth M S Sherman

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引用次数: 0

Abstract

Executive skills are critical cognitive skills for everyday functioning in children; accurate measurement using validated tools is thus important. The purpose of this study was to examine concurrent validity between the MEMRY Executive/Working Memory scale and the BRIEF2. Participants included a large pediatric clinical sample who completed parent (n = 567), teacher (n = 148), and self-report (n = 88) scales. All correlations were significant between the MEMRY Executive/Working Memory and the BRIEF2 Global Executive Composite, Cognitive Regulation Index, and Working Memory scale (all r's > .80). Classification agreement metrics ranged from fair to excellent. This study provides evidence of strong concurrent validity of the MEMRY Executive/Working Memory scale as a brief, useful tool for assessing executive functioning using parent, teacher, and self-report versions.

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用青少年多维日常记忆评分法（MEMRY）测量执行功能：在大量神经和医学样本中与 BRIEF-2 的并发有效性。

执行技能是儿童日常运作的关键认知技能，因此使用有效工具进行精确测量非常重要。本研究旨在检验 MEMRY 执行/工作记忆量表与 BRIEF2 的并发有效性。研究对象包括完成家长量表（567 人）、教师量表（148 人）和自我报告量表（88 人）的大量儿科临床样本。MEMRY执行/工作记忆量表与BRIEF2全球执行综合量表、认知调节指数和工作记忆量表之间的相关性都很明显（所有r均大于0.80）。分类一致性指标从一般到优秀不等。这项研究证明，MEMRY 执行力/工作记忆量表具有很强的并发效度，是一种简短、实用的工具，可用于评估执行功能，并可使用家长、教师和自我报告版本。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Neuropsychology 医学-临床神经学

CiteScore

4.10

自引率

9.10%

发文量

审稿时长

>12 weeks

期刊介绍： The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.