BRIEF 2

INFRECUENCY: Indicates the degree to which very infrequent responses have been
given to certain test items (p. e.g., stating that the person being evaluated does not know
how to count to four or that he/she has difficulty finding the door to the classroom or
home). High scores on this scale alert to the possibility that the test was answered carelessly
or haphazardly, without paying due attention to it.

INCONSISTENCY: Indicates the degree to which items of the questionnaire with similar
content have been answered inconsistently. High scores on this scale alert us to the
possibility of having responded inconsistently or inconsistently to the questionnaire,
whether due to having responded randomly, errors in the annotation or recording of
responses, reading problems or for other reasons.

NEGATIVITY: Indicates the degree to which an unusually negative response has been
made to certain items of the questionnaire. High scores on this scale alert to the possibility
that a particularly negative view of the person being evaluated has been provided.

INHIBITION: Evaluates the presence of problems to control impulses, to regulate

behavior adequately and to stop their behavior at the appropriate time.

These children or adolescents may exhibit a very high level of physical activity, physical
and inappropriate reactions to others, a tendency to disrupt and disrupt group activities and,
in general, a marked difficulty in "thinking before acting".

SELF-MONITORING: Evaluates the presence of problems in order to realize and be

aware of the effect of one's own behavior on others.

It allows people to learn from experience, change strategies when one does not work,
inhibit responses that may be offensive to others, or plan how to successfully resolve a
problem or situation. Children with problems monitoring their own behavior do not realize
when they are disturbing others and often have an unrealistic idea of their abilities and
skills and have difficulty learning from their mistakes.
FLEXIBILITY: Evaluates the presence of problems in freely changing from one situation,
activity or aspect of a problem to another if circumstances so require; reflects the presence
of difficulties in making transitions, in changing attentional focus and in flexible problem
solving.

Difficulties in making transitions, in flexible problem solving, in shifting or alternating

attention, and in shifting attentional focus from one mental state or topic to another.

A need or insistence that things be predictable, monotonous and with very little variation, a
tendency to focus on specific issues or to show restricted interests, to stagnate in problem
solving, or in certain behaviors.

EMOTIONAL CONTROL: Evaluates the presence of problems in regulating or

modulating emotional responses appropriately.

The presence of emotional expression problems may be expressed in the form of affective
lability or emotional explosiveness. People with difficulties in this area present
disproportionate emotional reactions in relation to apparently unimportant events or
situations. Mood fluctuations, emotional outbursts, overreactions to small events,

INITIATIVE: Evaluates the presence of problems to initiate tasks or activities

autonomously and independently or to generate new ideas, answers or problem-solving
strategies.

It has nothing to do with disobedience or disinterest in a particular task. People with

initiative problems want to do the task well, but are not able to get started

WORKING MEMORY: Evaluates the presence of problems in temporarily holding

information in the mind for the purpose of completing a task or staying engaged in an
activity.

Forgetting rules governing a specific task, having difficulty performing mental

manipulation tasks (repeating digits in reverse order) or solving mathematical problems
presented orally without the support of written material. Poor engagement in age-
appropriate time activities, frequently changing tasks or unable to complete them.
Problems maintaining attention

PLANNING AND ORGANIZATION: Evaluates the presence of problems in order to

anticipate future situations, order and prioritize information, set objectives and sequence the
steps necessary to achieve them, and understand and communicate the main ideas or key
concepts.

INDICES

BEHAVIORAL REGULATION INDEX: It reports the degree of difficulty of the person

evaluated to regulate and supervise his/her behaviors in an effective manner. It is composed
of the scales Inhibition and Self-monitoring.

EMOTIONAL REGULATION INDEX: It reports the degree of difficulty of the person

evaluated to regulate emotional responses, especially in response to changing situations. It
is composed of the Flexibility and Emotional Control scales.

COGNITIVE REGULATION INDEX: It reports the degree of difficulty of the person

evaluated to control and manage their cognitive processes and solve problems effectively. It
is composed of the scales Initiative, Working memory, Planning and organization, Task
supervision and Organization of materials.

GLOBAL INDEX OF EXECUTIVE FUNCTION. It is a summary score from the nine

clinical scales of the BRIEF-2. It is useful as a summary measure of the presence of
problems in the executive functions of the person being evaluated.

Score T Qualitative level of interpretation

≥ 70 Clinically significant elevation
65-69 Potentially clinical elevation
60-64 Slight elevation
0-59 No apparent clinical significance