Bibliographic Details
| Title: |
Executive function behaviors in intellectually gifted/ADHD children compared to intellectually gifted children and ADHD children: the clinical utility of the Behavior Rating Inventory of Executive Function (BRIEF). |
| Authors: |
François-Sévigny, Juliette (AUTHOR), Pilon, Mathieu (AUTHOR) |
| Source: |
Child Neuropsychology. Feb2026, Vol. 32 Issue 2, p227-254. 28p. |
| Subjects: |
Executive function, Gifted persons, Health outcome assessment, Metacognition, Attention-deficit hyperactivity disorder |
| Abstract: |
Little is known about the differential display of executive functions in intellectually gifted/ADHD children, although this may be relevant to identify the dual condition better. This study aimed to examine the executive function behaviors of intellectually gifted/ADHD youth, as reported by their parents using the Behavior Rating Inventory of Executive Function (BRIEF), and to compare them with those of youth who were intellectually gifted only and those with ADHD only. Based on a cognitive assessment, a clinical sample of 110 participants (Mage = 10.13; SD = 2.59), aged six to 16, was drawn from attendees of two psychological clinics and divided into three groups: intellectually gifted/ADHD (n = 40), ADHD (n = 40) and intellectually gifted (n = 30). The results revealed that, in general, intellectually gifted/ADHD youth presented more alterations in executive function behaviors, particularly in the BRIEF metacognitive index, than intellectually gifted and ADHD youth, as reported by their parents. Furthermore, mothers rated executive function difficulties more severely on the BRIEF rating scale across all groups than fathers. These findings highlight the clinical utility of the BRIEF, particularly its Organization of Materials, Monitor, and Working Memory subscales, in detecting the co-occurrence of intellectual giftedness and ADHD in children with good sensitivity and specificity. Moreover, they support existing evidence of executive vulnerabilities in intellectually gifted/ADHD children and underscore the importance of supporting their executive function-related behaviors. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
