Parent versus teacher ratings on the BRIEF-preschool version in children with and without ADHD
Open accessAbstract
Caregiver rating scales represent an important component of comprehensive child neuropsychological assessments for conditions such as Attention-deficit/Hyperactivity Disorder (ADHD); however, low inter-rater reliability (parent vs. teacher) often complicates interpretation. It has been challenging to identify the factors contributing to inter-rater variability, particularly when parents and teachers complete slightly different versions of the same rating scale. The present study examined the associations between parent- and teacher-reported executive functions in 84 children, ages 4–5 years, with and without symptoms of ADHD, using the Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P). Use of the BRIEF-P allows for direct comparison of symptom ratings because parents and teachers complete the exact same measure. Significant associations between raters were observed on 4 of 5 BRIEF-P subscales when rating children with ADHD, but on only 1 subscale when rating typically developing (TD) children. The Shift scale in particular displayed low, non-significant inter-rater association in both groups. Significant group-by-rater interactions were observed for Working Memory and Plan/Organize scales, and driven by larger inter-rater T-score discrepancies in the TD group, such that teachers rated children as having more symptoms than parents. Conversely, examination of raw scores reflected no significant rater differences in the TD group, but significant or nearly significant differences on multiple scales in the ADHD group, such that parents rated more symptoms than teachers. Inter-rater associations for the BRIEF-P appear to vary based on who is being rated (i.e., children with or without ADHD), the specific subscales, and whether standardized or raw scores are analyzed.
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Parents were prone to rate children as having more symptoms than teachers.
“A study by Schneider, Ryan & Mahone (22), on the other hand, found that parents were prone to rate children as having more symptoms than teachers.”
From Executive functioning in children with ADHD: Investigating the cross-method correlations between performance tests and rating scales (2024) · cites this paper as Schneider, Ryan & Mahone (22)
The Abstract reports that, on raw BRIEF-P scores, parents rated more symptoms than teachers for preschool children with ADHD, but found no significant rater difference for typically developing children. The claim omits that limitation and presents the pattern as applying to children generally. (LLM, conf=0.90)
Experimental — accuracy not yet measuredBRIEF has good internal consistency (αs = .80-.98) and test/retest reliability (rs = .82 for parents, .88 for teachers), but low inter-tester reliability between parent and teacher rating (r = .32).
“BRIEF’s internal consistency (αs = .80–.98) and test/retest reliability (rs = .82 for parents, .88 for teachers) is good, the inter-tester reliability between parent and teacher rating (r = .32) is, however, low (20,21,22).”
From Executive functioning in children with ADHD: Investigating the cross-method correlations between performance tests and rating scales (2024) · cites this paper as [22]
The measurement-properties passage (page not available in our copy) describes acceptable BRIEF-P internal consistency and low-to-modest parent–teacher agreement. The Results report parent–teacher correlations of .30–.34 on four scales in the ADHD group, not a single overall r = .32. Our copy does not substantiate the stated α range or the parent and teacher test–retest coefficients. (LLM, conf=0.87)
Experimental — accuracy not yet measured
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“, Plan/Organize) and overall EF, where parents reported more executive dysfunction than teachers (Schneider et al., 2019).”
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“Two studies (Schneider et al., 2020; Çak et al., 2017) achieved a perfect quality score, as they adequately addressed all elements of quality assessed by the rating scale.”
Prenatal organophosphate ester exposure and executive function in Norwegian preschoolers
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“Given the high discrepancies between parent and teacher scales reported in the literature (Schneider et al., 2020; Sherman & Brooks, 2010), one goal of this study was to provide corroborating evidence from other sources to EF development, including taskbased measures of EF and neurophysiological…”
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“However, a few have reported significant agreement both in samples of children with ADHD (Soriano-Ferrer et al., 2014, Schneider et al., 2019) and typically developing children (Gioia et al., 2000).”
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“Other studies, however, reported little agreement between parents’ and teachers’ reports in typically developing children (Mares et al., 2007; Schneider et al., 2020).”
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“The results obtained are consistent with those reported by other researchers (Albuquerque et al., 2025; Andersen et al., 2024; Ratto et al., 2020; Schneider et al., 2020).”
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“BRIEF’s internal consistency (αs = .80–.98) and test/retest reliability (rs = .82 for parents, .88 for teachers) is good, the inter-tester reliability between parent and teacher rating (r = .32) is, however, low (20-22).”
BackgroundChandler‐Mather, N., Crichton, A. J., Shelton, D., Harris, K., Donovan, C. L., & Dawe, S. (2024) · Child Neuropsychology · doi:10.1080/09297049.2024.2337715 · Cited by 3 · see citing works
“Further, there is poor correspondence between carer and teacher reports of executive functioning (Muñoz & Filippetti, 2021; Schneider et al., 2020), suggesting that the deployment of developing executive functions by children differs across clinic, home, and preschool and school contexts in…”
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“Consistent with previous research (Schneider et al., 2020), we hypothesized parent and teacher BRIEF-P ratings would be low-tomoderately correlated.”
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“…discrepancy between parents' and teachers' perspectives on children's executive functioning in everyday life contexts has been recently highlighted (Schneider, Ryan, & Mahone, 2020) as well as in the literature other authors have highlighted how rating-based assessments compared to…”
ResultParent ratings of children’s daily functioning in a mixed clinical sample
Donders, J., Reibsome, J., & Wilson, K. S. (2023) · Applied Neuropsychology Child · doi:10.1080/21622965.2023.2284812 · Cited by 1 · see citing works
“These have included various neurodevelopmental conditions such attention-deficit/hyperactivity disorder (ADHD; Han et al., 2020; Schneider et al., 2020) and autism spectrum disorder (Bradstreet et al., 2017; Torske et al., 2020) as well as neurological conditions such as epilepsy (Black et al,…”
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“…separately for parent versus teacher ratings, since previous research on the BRIEF has found significant differences across informants, potentially due to different expectations and patterns of EF difficulties in specific settings (e.g., Morte-Soriano et al., 2021; Schneider et al., 2020).”
Haapanen, S., Hirvonen, R., Tervahartiala, K., & Kiuru, N. H. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5678369
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“The modest correlation between [8][9] engagement based tests and rating scales further supports - performance [10] . game-Serious environments are promising as they improve engagement and automatically capture quantitative behavioural logs [13] [14].”
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- Authors
- Schneider, H., Ryan, M., & Mahone, E. M.
- Affiliations
- Kennedy Krieger Institute (US)
- Corresponding author
- Mahone, E. Mark
- Venue
- Child Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2019-05-16
- Volume
- 26
- Issue
- 1
- Pages
- 113-128
- ISSN
- 0929-7049 (ISSN-L)
- 1744-4136
- PMC
- PMC6858515
- OpenAlex
- W2945163242
- Cited by
- 29
- References
- 39
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 6 · 2023: 5 · 2022: 1 · 2021: 4 · 2020: 1 · 2019: 1
- FWCI
- 1.39
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Child Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Center for Scientific Review (R01 HD068425, U54 HD079123, UL1 RR025005)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- inter-rater reliability, BRIEF-P, executive function, attention deficit hyperactivity disorder, preschool children, Behavior Rating Inventory of Executive Function, working memory, planning and organization, shifts, typically developing children
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Preschool, Female, Humans, Male, Neuropsychological Tests, Parents, Reproducibility of Results
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