ویژگی های روان سنجی سیاهه رتبه بندی رفتاری کنش های اجرایی (فرم والد) در کودکان پیش دبستانی
محورهای موضوعی : روانشناسی بالینی
علی‎اکبر ابراهیمی
1
(دانشجوی دکتری روانشناسی و آموزش کودکان با نیازهای خاص دانشگاه اصفهان)
احمد عابدی
2
(دانشیار دانشگاه اصفهان)
احمد یارمحمدیان
3
(دانشیار دانشگاه اصفهان)
سالار فرامرزی
4
(دانشیار دانشگاه اصفهان)
کلید واژه: اعتبار, روایی, ساختار عاملی, کودکان پیشدبستانی, کنشهای اجرایی,
چکیده مقاله :
این پژوهش با هدف تعیین روایی، اعتبار، و ساختار عاملی نسخه پیشدبستانی فرم والد سیاهه رتبهبندی رفتاری کنشهای اجرایی (جیویا و دیگران، 2003) در کودکان ایرانی انجام شد. بدین منظور 592 کودک 2 تا 5 ساله بهصورت چندمرحلهای از مراکز پیشدبستانی شهر اصفهان در سال 93ـ1392 انتخاب شدند و والدین آنها به سؤالات این سیاهه پاسخ دادند. برای سنجش اعتبار و همسانی درونی سیاهه از ضریب همبستگی بین مادّ هها با نمره کل عوامل، ضریب آلفای کرونباخ، تحلیل عاملی تأییدی و ضریب همبستگی زیرمقیاسها استفاده شد. تحلیل عاملی تأییدی برازش مادّهها بر عوامل بازداری، تغییر، مهار هیجانی، حافظه کاری و برنامهریزی/سازماندهی را تأیید کرد و بنابراین ساختار پنجعاملی مقیاس تأیید شد. همچنین ضرایب آلفای کرونباخ برای هریک از عاملها و نمره کل مقیاس در حد مطلوب قرار داشت. لذا در مجموع میتوان نتیجه گرفت که مقیاس رتبه بندی رفتاری کنش های اجرایی برای سنجش کنشهای اجرایی کودکان ایرانی ابزاری پایا و رواست و میتواند به عنوان ابزاری مفید در پژوهشهای روانشناختی و موقعیتهای بالینی استفاده شود.
The present study aimed to examine the validity, reliability and factor structure of the Behavior Rating Inventory for Executive Function-Preschool (BRIEF-P) (Parent’s Form) among Iranian children. Five hundred and ninety two children ages between 2 and 5 years were selected from preschool centers of the City of Isfahan in 2014 academic year using cluster random sampling method. The children’s parents completed the BRIEF-P. To assess the reliability and internal consistency of the inventory, the correlation coefficient among items with the total score of factors, Cronbach's alpha coefficient, confirmatory factor analysis, and the correlation coefficient among the subscales were used. Confirmatory factor analysis confirmed embedding items and the five-factor structure of the inventory including inhibition, shift, emotional control, working memory, and planning. The Cronbach's alpha coefficient was in satisfactory level for each factor and the total score of the inventory. The findings suggest that the BRIEF-P is a reliable and valid instrument for assessing executive functions of Iranian preschoolers and can be used as a suitable instrument in psychological research and clinical situations.
مشهدی، ع.، حسنی، ج.، برعرفان، ز.، نجفیگل، پ. و دانشور، ش. (1391). ویژگیهای روانسنجی نسخه پیشدبستانی سیاهه درجهبندی رفتاری کنشهای اجرایی (فرم معلم). فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 10(38)، 137-123.
هومن، ح. ع. و عسگری، ع. (1384). تحلیل عاملی و دشواریها و تنگناهای آن. فصلنامه روانشناسی و علوم تربیتی، 35، 20-1.
Barkley, R. A. (2012). Executive functions. What they are, how they work, and why they evolved. New York: Guilford Press.
Bernstein, J. H., & Waber, D. P. (2007). Executive capacities from a developmental perspective. In L. Meltzer (Ed.), Executive function in edu-cation: From theory to practice (pp. 39-54). New York: Guilford Press.
Bonillo, A., Araujo, E. A., Jane, M. C., Capdevila, C., & Riera, R. (2012). Brief report: Validation of Catalan version of BRIEFP. Child Neuro-psychology, 18, 347-355.
Burgess, P. W. (1997). Theory and methodology in executive function research. In P. Rabbitt (Ed.), Methodology of frontal and executive function (pp. 81–116). Hove: Psychology Press.
Connors, K. (2000). Continuous performance test. Toronto: Multi-Health Systems.
Dawson, P., & Guare, R. (2010). Executive skills in children and adolescents, second edition: A practical guide to assessment and intervention. New York: Guildford Press.
Duku, E., & Vaillancourt, T. (2014). Validation of the BRIEF-P in a sample of Canadian pre-school children. Child Neuropsychology, 20 (3), 358-371.
Ezpeleta, L., Granero, R., Penelo, E., Osa, N., & Domènech, J. (2013). Behavior Rating Inven-tory of Executive Functioning–Preschool (BRIEF-P) applid to teachers: Psychometric properties and usefulness for disruptive disorders in 3-year-old preschoolers. Journal of Attention Disorders, 19, 476-488.
Garcia-Barrera, M. A., Kamphaus, W. R., Bandalos, D. (2011). Theoretical and statistical derivation of a screener for the behavioral assessment of executive functions in children. Psychological Assessment, 23(1), 64-79.
Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Fun-ction- Preschool Version. Odessa, FL: Psycho-logical Assessment Resources.
Gioia, G. A., Isquith, P. K., & Guy, S. C. (2001). Assessment of executive function in children with neurological impairments. In R. Simeons-son & S. Rosenthal (Eds.), Psychological and developmental assessment (pp. 317-356). New York: Guilford Press.
Gioia, G. A., Isquith, P. K., Retzlaff, P. D., & Espy, K. A. (2002). Confirmatory factor analysis of the Behavior Rating Inventory of Executive Func-tion (BRIEF) in a clinical sample. Child Neuro-psychology, 8 (4), 249-257.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inven-tory of Executive Function. Child Neuro-psychology, 6 (3), 235-238.
Goldberg, E., & Podell, K. (2000). Adaptive decision making, ecological validity, and the frontal lobes. Journal of Clinical and Experi-mental Neuropsychology, 22 (1), 56-68.
Goldstein, S., Naglieri, J. A., (2014). Handbook of executive functioning. New York: Springer Science Business Media
Hu, L., & Bentler, P. M. (1996). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Isquith, P. K., Roth, R. M., & Gioia, G. A. (2013). Contributions of rating scales to the assessment of executive functions. Applied Neuropsycho-logy: Child, 2, 125-132.
Howard, J. S., Okely, D. A., & Ellis, G. Y. (2015). Evaluation of a differentiation model of preschoolers’ executive functions. Frontiers in Psychology, 6, 285-295
Kline, R. B. (2010).Principles and practice of structural equation modeling. New York: Guilford Press.
Korkman, M., Kirk, S., & Kemp, U. (2007). NEPSY-II. San Antonio, TX: Pearson.
Kirk, S. A., Gallagher, J. J., Anastasiow, N. J, & Coleman, M. R. (2006).Educating exceptional children. Boston: Houghton Mifflin.
Lambek, R., Tannock, R., Dalsgaard, S., Trillin- gsgaard, A., Damm, D., & Thomsen, P. H. (2011). Executiv dysfunction in school-age children with ADHD. Journal of Attention Disorders, 15, 646-655.
Lezak, M., Howieson, M., & Loring, D. (2004). Neuropsychological assessment (4th ed.). New York: Oxford University Press.
McCloskey, G., & Perkins, L. A., & VanDivner, B. (2009). Assessment and Intervention for Executive Function Difficulties. New York: Routledge Press.
Naglieri, J., & Goldstein, S. (2013). Compre-hensive executive functioning inventory technical manu-al. Toronto, Canada: Multi-Health Systems.
Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 37 (1), 51–87.
Peterson, C. C., Johnson, C. E., Ramirez, L. Y., Huestis, S., Pai, A., Demaree, H. A., & et al. (2008). A meta-analysis of the neuropsycho-logical sequelae of chemotherapy-only treatment for pediatric acute lymphoblastic leukemia. Pediatric Blood and Cancer, 51, 99-104.
Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain Cognition, 7, 362-368.
Rueda, M. R., Paz-Alonso, P. M. (2013). Executive function and emotional development, Univer-sidad de Granada, SPAIN Basque Center on Cognition, Brain and Language, SPAIN.
Sesma, H. W., Slomine, B. S., Ding, R., McCarthy, M. L. (2008). Executive functioning in the first year after pediatric traumatic brain injury. Pediatrics, 121, 1686-1695.
Tanaka, J. S. (1987). How big is big enough?: Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58, 134-46.
Tottenham, N., Hare, T. A., & Casey, B. J. (2011). Behavioral assessment of emotion discrimi-nation, emotion regulation, and cognitive control in childhood, adolescence, and adulthood. Frontiers in Psychology, 2, 1-9.
Wechsler, D. (2003). The Wchsler Intelligence Scale for Children-4th ed. (WISC-IV). San Antonio: The Psychological Corporation.
Zelazo, P. D., Qu, L., & Muller, U. (2004). Hot and cool aspects of executive function: Rela-tions in early development. In W. Schneider, R. Schumann- Hengsteler, & B. Sodian (Eds.), Young children’s cognitive develop-ment: Interrelationships among executive func-tioning, working memory, verbal ability, and theory of mind (pp. 71-93). Mahwah, NJ: Lawrence Erlbaum
_||_