Supporting Lifelong Success: How the BRIEF2A Helps with Student Transition Planning

Executive functions are cognitive processes vital for goal-oriented behavior. They involve initiating and executing tasks, monitoring progress, and regulating actions, emotions, and thoughts.  

Key components include task setting, attention management, and adaptability. These self-regulatory tools help organize and guide behaviors and cognitive activities, enabling individuals to effectively navigate challenges and achieve their goals (Stuss & Alexander, 2000). 

How to use the BRIEF2A for Measuring Executive Functions  

The BRIEF2A offers a clear look at self-regulation, task management, and behavioral control skills that are essential for adapting to the demands of adult life, whether in school, work, or independent living. 

 Here are some specific ways the BRIEF2A supports effective transition planning: 

• Broader Age Range: The BRIEF2A is designed for adults up to age 99, making it useful for young adults and older individuals alike. 

• Self-Report and Informant Options: This tool allows both the adult being assessed and someone who knows them well, like a parent or caregiver, to provide insights into daily functioning. 

• Current Normative Data: The BRIEF2A uses data from the 2021 U.S. Census to give clinicians up-to-date comparisons for more accurate assessments. 

• Three-Factor Model: This assessment evaluates Behavior, Emotion, and Cognitive Regulation, helping to identify specific areas where support might be needed. 

• Bilingual Accessibility: The BRIEF2A is available in English and Spanish, enabling professionals to effectively support Spanish-speaking students and their families. This feature enhances inclusivity in transition planning, ensuring that diverse populations receive appropriate assessments and tailored support. 

With the BRIEF2A, professionals can continue providing meaningful, relevant support to students as they enter adulthood. 

Benefits of Using the BRIEF2A for Transition Planning 

As students with Individualized Education Plans (IEPs) reach adulthood, they often continue to need support in daily life, work, or further education. The BRIEF2A plays a key role in this transition by providing a reliable assessment tool for school psychologists, counselors, and clinicians to evaluate executive functions after age 18. This continuity allows professionals to track progress and ensure a smooth transition into tailored support plans without introducing entirely new assessment methods as students enter adulthood. 

Seamless Transition for Clinician and Student  

Many school psychologists, clinical psychologists, counselors, and clinicians currently use the Behavior Rating Inventory of Executive Function®, Second Edition (BRIEF2), a rating form for assessing executive function impairments for students aged 5 to 18.  

While the BRIEF2 remains a valuable resource for younger students, it is limited to this age group. Once students are over age 18, they may still need support, and the BRIEF2A effectively addresses this need. This tool provides a standardized approach to assessing executive function in adults, enabling both individuals and their caregivers to evaluate self-regulation and daily functioning. Professionals can continue using the gold-standard in executive function assessment, ensuring a seamless transition into adulthood. 

The Transition of Rights 

When students turn 18 and gain decision-making authority, they must rely on executive function skills to manage responsibilities over their education and other parts of their life. This shift means that students, rather than their parents, will handle aspects like school placement, access to their educational records, and dispute resolution. 

The BRIEF2A is a valuable tool in this transition process. It assesses executive function skills, such as planning, organization, and self-monitoring. By identifying areas where students may need support, educators can develop targeted goals and interventions to prepare them for these new responsibilities. This approach helps ensure that students are equipped to advocate for themselves and make informed decisions about their education and future. 

Collaboration in Transition Planning 

Transition planning involves collaboration among parents, teachers, school psychologists, and specialists, each contributing valuable insights to support students and create plans aligned with the student’s goals and abilities.  

The BRIEF2A facilitates this teamwork by offering a standardized assessment of executive function skills, enabling all team members to identify specific areas where the student may require support. This collaboration is essential for ensuring students access the resources necessary to develop vital skills for life after high school. Whether preparing for college, vocational training, or independent living, a clear plan can significantly influence their success. 

Who Can Order the BRIEF2A? 

The BRIEF2A is intended for qualified professionals working with adults and students over age 18 needing support in transition planning, including: 

• Clinical, neuropsychologists, and counseling psychologists in private practices, hospitals, and rehabilitation clinics. 

• School psychologists in K-12 schools, who develop transition plans for students with IEPs, helping them prepare for life after high school. 

• To purchase the BRIEF2A, professionals need Level B qualifications, which include: 

• A degree in psychology, counseling, speech-language pathology, or a related field from an accredited four-year college or university. 

• Completed coursework in test interpretation, psychometrics, measurement theory, educational statistics, or similar areas. 

• Relevant licensing or certification that verifies ethical training in psychological test administration. 

These qualifications ensure that the BRIEF2A is used effectively in clinical and educational settings to provide reliable assessments for students and adults needing support. 

Are you ready to enhance your assessment toolkit?  

Expand your assessment toolkit today with the BRIEF2A, and empower students to develop the skills they need for lifelong success. 

Sources 

Centers for Disease Control and Prevention. (2022). Disability and health data system. https://dhds.cdc.gov/SP 

National Center for Education Statistics. (2024). Students with disabilities. Condition of education. U.S. Department of Education, Institute of Education Sciences. Retrieved October 12, 2024 from https://nces.ed.gov/programs/coe/indicator/cgg 

Stuss, D. T., & Alexander, M. P. (2000). Executive functions and the frontal lobes: A conceptual view. Psychological Research, 63(3–4), 289–298. https://doi.org/10.1007/s004269900007 

U.S. Department of Education. (n.d.). Individuals with Disabilities Education Act (IDEA). https://www.ed.gov/laws-and-policy/individuals-disabilities/idea