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Abstract
Previous scales used to measure and diagnose attention-deficit/hyperactivity disorder (ADHD)
excluded key components of executive dysfunction. The Brown Executive Function/Attention
Scales were developed in order to assess aspects of executive functioning in association with
ADHD. This scale can be used for individuals aged 3 and older by utilizing self-report, parent,
and/or teacher assessments, depending on age. A Total Composite score of the six subscales of
(1) Activation, (2) Focus, (3) Effort, (4) Emotion, (5) Memory, and (6) Action is used to diagnose
executive function impairments as well as form treatment plans. This test was shown to be both
reliable and valid among the normative sample which is believed to be a representative sample of
the U.S. population. Identifying executive dysfunction is important for individuals struggling
with memory, emotional control, organization, time management, focus, behavioral inhibition,
etc. The Brown Executive Function/ Attention Scales can provide answers to individuals who
struggle with ADHD and executive dysfunction.
Keywords: Executive functioning, ADHD, assessment, progress monitoring
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Test Evaluation: Brown Executive Function/ Attention Scales
Purpose
The Brown Executive Function/Attention Scales (Brown EF/A Scales) are a behavioral
assessment used to evaluate executive functioning as it relates to attention-deficit/hyperactivity
disorder (ADHD) (Krach, 2021). Thomas E. Brown developed this test as a follow-up to his
ADD Scales and ADD Scales for Children and Adolescents. The goal of this test was not only to
screen or diagnose individuals with ADHD but also to assess executive functioning deficits
associated with ADHD. Brown also believed this test could be used to monitor the progress of
treatment of individuals with ADHD.
Scoring
Items on the scales range from 56 to 58, rated using a 4-point scale beginning with No
Problem (score of zero) and ending with Big Problem (score of 3) (Mishra, 2021). These scales
are typically hand scored, but the publisher does offer online scoring for an additional fee. Each
form provides a Total Composite score. Respondents receive T scores with a mean of 50 and
standard deviation of 10 as an indication of the relative extremeness of their score. T scores
ranging from 54 and below are considered typical, 55-59 are considered somewhat atypical, 60-
69 moderately atypical, and 70 and above is considered markedly atypical. They also receive a
percentile rank to show the frequency or infrequency of their given score. There are six subscales
that represent executive function impairments: (1) Activation, (2) Focus, (3) Effort, (4) Emotion,
(5) Memory, and (6) Action. Scores are provided for each subscale, but the Total Composite
score is the most valuable score for making decisions for diagnosis and treatment.
Normative Sample
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Normative data was collected from 1,950 forms between the years 2017 and 2018
(Krach, 2021). However, due to the Brown EF/A Scales’ use of multiple scales per individual,
many of those forms were completed on the same individual. The sample was stratified by age,
socioeconomic status, parental education level, ethnicity/race, and geographic region. The
sample included approximately equivalent amounts of males and females. The normative sample
also included 2%-8% of individuals in special education categories to accurately reflect the U.S.
population.
Administration
The Brown EF/A Scales are used for a wide range of ages, starting from age 3 (Mishra,
2021). For children 3-7 years old, parent and teacher rating scales are used. A self-report scale is
added to this for ages 8-12. Only parent and self-report scales are used for ages 13-18 and for
anyone 19 years or older, a self-report scale is used.
Reliability
The coefficient alpha, used to estimate internal consistency, for the composite scores
across age groups was between .96 and .98 (Mishra, 2021). Test-retest reliability was assessed
for the same rater after an interval of 7-28 days, resulting in coefficients between .79 and .94.
This indicates the scores are stable over time. Interrater reliability was assessed between parent
and teacher to provide a coefficient of .48, between self-reports and teachers at .45, and between
self-report and parent from .6 to .67 across age groups.
Validity
Validity for the Brown EF/A Scales was demonstrated through intercorrelation
coefficients between the subscales and composite scores ranging from .49 to .96 (Mishra, 2021).
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Further evidence of the scale’s validity was shown through the relationship between the scale’s
scores and scores from the Behavior Assessment System for Children which measures similar
constructs (BASC-3). The Brown EF/A Scales also showed high correlation to corresponding
scales in Conners 3rd edition and moderate to high correlations with the Behavior Rating
Inventory of Executive Function 2nd edition. Criterion related validity for the Brown EF/A Scales
was demonstrated by comparing a clinically diagnosed ADHD group and a group with no
clinical diagnosis. The diagnosis group scored significantly higher in all subscales and Total
Composite scores.
Justification
I selected the Brown EF/A Scales because both of my sons and I have been diagnosed
with ADHD and executive functioning plays such a large part in daily life. I have always
believed that education is the answer to most of life’s problems. Understanding exactly why we
struggle with simple tasks and how it relates to executive functioning can be helpful in providing
alternate routes to the desired outcomes. My youngest son was also diagnosed with autism
spectrum disorder (ASD) so many of his social/emotional struggles overlap between ADHD and
ASD and figuring out the best way to motivate him and encourage him has been beneficial in the
past. Simple changes in tone of voice or the way a request is presented can make such a
difference to his friends, family, and teachers. While ADHD and ASD cannot be cured,
understanding the impact these disorders have on daily functioning is the first step in cultivating
an environment conducive to success.
As a Christian professional who utilizes psychological tests, the Brown EF/A Scales
provide a reliable and valid understanding of executive dysfunction in individuals. I’ve known
many undiagnosed people who believed they were just lazy or stupid when in fact their executive
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functioning was working against them. Psychological tests like these can provide answers to
people who are struggling and it can be the first step in healing all the negative beliefs about
themselves. Matthew 10:8 says, “Heal the sick, raise the dead, cleanse those who have leprosy,
drive out demons. Freely you have received; freely give” (English Standard Version Bible,
2001/1973). This psychometric test will not have the power to raise people from the dead, but it
allows Christian professionals to identify a need in people and provide them with solutions. God
has freely provided us with the knowledge of the human mind, and it is our duty to release others
of their psychological burdens.
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References
English Standard Version Bible. (2001). ESV Online.Hhttps://esv.literalword.com/ Links to an
external site.H(Original work published 1973)
Krach, S. K. (2021). Test review of the Brown Executive Function/Attention Scales.HIn J. F.
Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The Twenty-First Mental Measurements
Yearbook. Retrieved from the Buros Institute's Mental
Measurements Yearbook online database.
Mishra, R. (2021). Test review of the Brown Executive Function/Attention Scales.HIn J. F.
Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The Twenty-First Mental Measurements
Yearbook. Retrieved from the Buros Institute's Mental
Measurements Yearbook online database.
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