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Behavior Rating Inventory of Executive Function (BRIEF)

Behavior Rating Inventory of Executive Function (BRIEF) Test

Get a clear snapshot of a child’s executive functioning in about 16 minutes. See strengths and concerns across planning, focus, self-control, and emotional regulation to guide next steps.

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Questions: 8616 minutes

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08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

21285 views

2252 completions

1896 likes

Scale Explorer

How the Scales are Structured

example score

1/3

Initiate (I)

Assesses how independently a child initiates tasks and generates ideas without prompting.

Low

High

1 – 1.9: Low | 2 – 3: High

A score of 1 suggests the child may often need prompts to get started on tasks or to propose ideas.

example score

1/3

Behavioral Regulation Index (BRI)

Measures a child’s ability to regulate behavior by inhibiting impulses and reducing hyperactive responses.

Stronger regulation

Some difficulty

More difficulty

1 – 1.9: Stronger regulation | 2 – 2.4: Some difficulty | 2.5 – 3: More difficulty

A score of 1 falls in the “Stronger regulation” range, suggesting comparatively better inhibitory control and fewer impulsive or hyperactive behaviors on this scale.

example score

2/3

Metacognition Index (MI)

The Metacognitive Index reflects how well a child plans and organizes tasks, sustains goal-directed activity, and holds information in working memory.

Lower difficulties

Moderate difficulties

Higher difficulties

1: Lower difficulties | 2: Moderate difficulties | 3: Higher difficulties

A score of 2 suggests a moderate level of difficulty with planning, organization, sustained activity, and working memory in everyday situations.

example score

3/3

Emotional Control (EC)

Assesses how well a child regulates and modulates emotional reactions to fit the situation.

Typical regulation

Elevated difficulties

1 – 3: Typical regulation | 3: Elevated difficulties

A score of 3 falls in the Elevated difficulties range, suggesting more frequent challenges adjusting emotional responses to match situational demands.

example score

3/3

Shift (S)

Switching reflects cognitive flexibility and how readily a child can shift between tasks, rules, or aspects of a problem.

Lower difficulty

Higher difficulty

1 – 2: Lower difficulty | 3: Higher difficulty

A score of 3 falls in the Higher difficulty range, suggesting more frequent challenges with shifting between activities or adjusting to changes.

example score

3/3

Inhibit (I)

Assesses the child’s ability to inhibit impulses and stop inappropriate behavior at the appropriate moment.

Adequate inhibition

Elevated inhibition difficulties

1: Adequate inhibition | 2 – 3: Elevated inhibition difficulties

A score of 3 falls in the Elevated inhibition difficulties range, suggesting more frequent challenges with impulse control and stopping behavior when needed compared with peers.

example score

3/3

Organization of Materials (OoM)

This scale measures how well a child maintains order and organization in their work or play environment.

Lower orderliness

Higher orderliness

1: Lower orderliness | 2 – 3: Higher orderliness

A score of 3 suggests strong consistency in keeping materials and spaces orderly during activities.

example score

2/3

Planning (P)

Assesses the child’s ability to anticipate events, set goals, and sequence steps to achieve them.

Developing planning skills

Typical range

Strong planning skills

1 – 1.9: Developing planning skills | 2 – 2.4: Typical range | 2.5 – 3: Strong planning skills

A score of 2 suggests planning abilities are generally within the typical range, with occasional need for support when tasks are complex or multi-step.

example score

1/3

Working Memory (WM)

This scale measures how well the child can hold and manipulate information in mind long enough to complete tasks.

Low

High

1 – 1.9: Low | 2 – 3: High

A score of 1 falls in the Low range, suggesting the child may have more difficulty keeping information in mind while working through tasks.

example score

7/9

Negativity Scale (NS)

Assesses response validity by detecting a tendency toward unusually negative or distorted reporting about the child’s behavior.

Low negativity

Elevated negativity

High negativity

0 – 4: Low negativity | 5 – 6: Elevated negativity | 7 – 9: High negativity

A score of 7 falls in the High negativity range, suggesting the responses may be overly negative and should be interpreted with extra caution.

example score

3/3

Cognitive Control (CC)

Assesses how well a child monitors task performance and evaluates how their behavior affects others.

Lower cognitive control

Moderate cognitive control

Higher cognitive control

1 – 1.9: Lower cognitive control | 2 – 2.9: Moderate cognitive control | 3: Higher cognitive control

A score of 3 falls in the Higher cognitive control range, suggesting the child is typically effective at monitoring performance and considering the impact of their behavior on others.

example score

3/3

Global Executive Composite (GEC)

This index summarizes overall executive functioning by combining behavior regulation and metacognitive skills.

Lower

Higher

1 – 1.9: Lower | 2 – 3: Higher

A score of 3 falls in the Higher range, suggesting relatively stronger overall executive function skills across behavior regulation and metacognitive processes in everyday settings.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists and counselors

41%OF USERS

Use it to quickly profile a student’s planning, impulse control, attention, and emotional regulation to guide supports at school.

Parents seeking clarity

34%OF USERS

Complete it to understand everyday executive function challenges at home and decide what kind of help or strategies to pursue.

Researchers in child development

25%OF USERS

Include it to compare executive function patterns across groups of children and track changes in studies.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
— Explained Clearly

Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.

Practical
Recommendations

Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.

AI-Detected
Insights

Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

Discuss with
an AI Psychologist

Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Initiative (I)

Average

2.5

Normal range

2.2 — 2.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Behavior Regulation Index (BRI)

Average

2.3

Normal range

2 — 2.6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Metacognitive Index (MI)

Average

2.2

Normal range

1.9 — 2.5

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Emotional Control (EC)

Average

1.7

Normal range

1.4 — 2.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Switching (S)

Average

2.4

Normal range

2.1 — 2.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Braking (B)

Average

1.8

Normal range

1.5 — 2.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Order in Things (OiT)

Average

2.1

Normal range

1.8 — 2.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Planning (P)

Average

2.1

Normal range

1.8 — 2.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Working Memory (WM)

Average

2.2

Normal range

1.9 — 2.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Negativity Scale (NS)

Average

4.4

Normal range

3.3 — 5.6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Cognitive Control (CC)

Average

2.3

Normal range

1.9 — 2.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

General Executive Function Index (GEFI)

Average

1.8

Normal range

1.5 — 2.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this questionnaire measure?

It measures everyday behaviors related to executive functions, including planning, organization, inhibition, working memory, flexibility, and emotional control. Results summarize strengths and areas of difficulty across multiple domains.

Who is the questionnaire intended for?

It is intended for children and adolescents ages 5 to 18. A parent, caregiver, or educator completes the rating based on observed behavior.

How long does it take and how many items are included?

It includes 86 items and typically takes about 16 minutes to complete. Completion time may vary based on familiarity with the child’s daily functioning.

How should items be rated?

Each item should be rated based on how often the behavior is observed in typical settings. Ratings should reflect the child’s behavior over recent months rather than a single day.

How should results be interpreted and used?

Scores support screening and profile description and should be interpreted using the official manual and clinical context. Results do not confirm a diagnosis on their own and may guide follow-up assessment or intervention planning.

WHAT THE TEST MEASURES

About This Assessment

Behavior Rating Inventory of Executive Function (BRIEF) Test

autism deviations

This measure is commonly used to obtain informant ratings of everyday behaviors associated with executive functioning in children and adolescents. The Behavior Rating Inventory of Executive Function (BRIEF) provides a structured way for caregivers and/or teachers to report on planning/organization, inhibitory control, attention regulation, and emotional/behavioral self-management in real-world settings.

The questionnaire includes 86 items and typically requires about 16 minutes to complete. Responses yield scale scores that can be used to characterize relative strengths and concerns and to support clinical formulation, educational planning, and decisions about whether additional assessment is indicated.

The Behavior Rating Inventory of Executive Function (BRIEF) is intended to be interpreted within the context of its manual and other available information (e.g., developmental history, academic functioning, and direct assessment), rather than as a stand-alone diagnostic tool. Authors: Lauren Kenworthy; Steven C. Guy.

Author: gerard-a-gioia, Lauren Kenworthy, peter-k-isquith, Steven C. Guy

Literature: Anderson, P. Assessment and development of executive function (EF) during childhood. Child Neuropsychology. 2002.; Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. Behavior rating inventory of executive function. Psychological Assessment Resources. 2000.

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