000132250 001__ 132250 000132250 005__ 20241125101153.0 000132250 0247_ $$2doi$$a10.3390/children11010058 000132250 0248_ $$2sideral$$a137299 000132250 037__ $$aART-2023-137299 000132250 041__ $$aeng 000132250 100__ $$aBausela-Herreras, Esperanza 000132250 245__ $$aBehavior rating inventory of executive function in preschool (BRIEF-P) and attention-deficit and hyperactivity disorders (ADHD): a systematic review and meta-analysis of floor and ceiling effects 000132250 260__ $$c2023 000132250 5060_ $$aAccess copy available to the general public$$fUnrestricted 000132250 5203_ $$aBackground. ADHD is a neurodevelopmental disorder that is accompanied by executive challenges. Objectives. To obtain evidence of the usefulness of the BRIEF-P and to analyze the possible ceiling and floor effect of its scores in the assessment of executive function in preschoolers with signs compatible with a possible diagnosis of ADHD. Method. A search was performed in Science Direct, NCBI (PubMed), and ProQuest Education Journals during the period 2012–2022. We included studies that evaluated samples of individuals with symptomatology compatible with ADHD, with an age range between 2 and 6 years, published in English or Spanish. Of a total of 2538 articles, only seven met the inclusion criteria. The risk of bias was assessed using the QUADAS-2 questionnaire. The main variables were age and executive functioning. Conclusions. Executive deficits in early-age individuals with symptoms compatible with ADHD are more extensive than just deficits in working memory. A floor effect has been found in tests associated with hot executive functions and a ceiling effect in cold executive functions. This makes it necessary to use different tests to assess executive performance in preschoolers with ADHD-compatible symptomatology and to design intervention proposals accordingly. The BRIEF-P is an instrument that facilitates obtaining a sensitive and discriminative executive profile, although it should be used in combination with other neuropsychological performance tests. 000132250 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000132250 590__ $$a2.0$$b2023 000132250 592__ $$a0.545$$b2023 000132250 591__ $$aPEDIATRICS$$b69 / 186 = 0.371$$c2023$$dQ2$$eT2 000132250 593__ $$aPediatrics, Perinatology and Child Health$$c2023$$dQ2 000132250 594__ $$a2.7$$b2023 000132250 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000132250 700__ $$0(orcid)0000-0002-6715-4456$$aAlonso-Esteban, Yurena$$uUniversidad de Zaragoza 000132250 700__ $$aAlcantud-Marín, Francisco 000132250 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000132250 773__ $$g11, 58 (2023), 1-14$$pChildren (Basel)$$tChildren$$x2227-9067 000132250 8564_ $$s1109420$$uhttps://zaguan.unizar.es/record/132250/files/texto_completo.pdf$$yVersión publicada 000132250 8564_ $$s2675973$$uhttps://zaguan.unizar.es/record/132250/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000132250 909CO $$ooai:zaguan.unizar.es:132250$$particulos$$pdriver 000132250 951__ $$a2024-11-22-12:08:06 000132250 980__ $$aARTICLE