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Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 28, 2022 - Issue 5
262
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Research Article

Factor structure of the BRIEF-P teacher version in a sample of Bosnian preschool children with intellectual disability

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Pages 689-700 | Received 08 Jul 2021, Accepted 16 Nov 2021, Published online: 06 Dec 2021
 

ABSTRACT

Executive functions (EF) play a key role in child’s development as they are necessary prerequisites for everyday functioning and later academic success. Much research has been directed at examining whether EF are unidimensional or multidimensional construct. In this study, we tested two theoretically driven models and one mathematically driven EF model based on the Behavior Rating Inventory of Executive Functions – Preschool Edition (BRIEF-P). The sample for this study consisted of 102 children with intellectual disability (77 boys, 25 girls), aged 40–71 months (mean age- 62.1 months, SD- 7.6 months). Early childhood special education teachers completed the BRIEF-P Teacher Version. Confirmatory Factor Analysis was used to assess the validity of different EF models. The original BRIEF-P, with a second-order, three-factor model and one-factor model were not a good fit to the data. Mathematically driven one-factor model, with the addition of correlated errors between the scales of working memory and shift, and working memory and plan/organize was a good model fit. The current study indicates that EF differentiation begins to emerge at preschool age in children with intellectual disabilities. Understanding EF structure in children with intellectual disability will help create better intervention programs for this population.

Disclosure statement

No potential conflict of interest was reported by the author(s).

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Funding

The author(s) reported there is no funding associated with the work featured in this article.

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