<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322017000302811</article-id>
<article-id pub-id-type="doi">10.1016/j.aipprr.2017.11.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación Conductual de la Función Ejecutiva-Versión Infantil (BRIEF-P, versión española): fiabilidad y validez]]></article-title>
<article-title xml:lang="en"><![CDATA[Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P, Spanish adaptation): reliability and validity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bausela-Herreras]]></surname>
<given-names><![CDATA[Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luque-Cuenca]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pública de Navarra Área de Psicología Evolutiva y de la Educación ]]></institution>
<addr-line><![CDATA[Pamplona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,TEA Ediciones  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<fpage>2811</fpage>
<lpage>2822</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322017000302811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322017000302811&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322017000302811&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: Evaluación Conductual de la Función Ejecutiva-Versión Infantil (BRIEF®-P) es un cuestionario estandarizado que procede de la versión escolar (BRIEF). Ha sido traducido y adaptado a diversas lenguas y culturas (ver Goldstein y Haglieri, 2014) y recientemente al español. Es un instrumento que permite evaluar las funciones ejecutivas en niños de entre 2 a 5 años y 11 meses por padres, profesores u otros cuidadores habituales del niño. Su aplicación requiere 10-15 min. Se responde empleando una escala de frecuencia tipo Likert con tres opciones de respuesta: nunca, a veces y frecuentemente. Está compuesto por 63 ítems bajo 5 escalas clínicas (Inhibición, Control Emocional, Flexibilidad, Planificación y Organización y Memoria de Trabajo); tres índices (Autocontrol Inhibitorio, Flexibilidad y Metacognición Emergente); un Índice Global de Función Ejecutiva; y escalas de validez (Negatividad e Inconsistencia).  Objetivo: Analizar las propiedades psicométricas relacionadas con la validez y fiabilidad del BRIEF-P en población española, ya que se estima la importancia de contar con instrumentos adaptados y validados en la población en la que se aplican. Las razones para desarrollar la adaptación de un test de una cultura a otra son diversas, aunque lo más frecuente es para poder permitir estudios comparativos.  Metodología: No experimental.  Participantes: Un total de 1,077 padres y 902 profesores.  Análisis de datos: Se analizaron diversas propiedades psicométricas (fiabilidad y validez). Los resultados muestran que la adaptación española (versión padres y profesores) del BRIEF-P es válida y fiable para la evaluación de las funciones ejecutivas en niños de 2 a 5 años y 11 meses.   Resultados: Estimamos que puede ser un instrumento especialmente útil y recomendable para ser aplicado por psicólogos educativos y clínicos infanto-juveniles en población con trastornos del neurodesarrollo diversos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF®-P) is a standard questionnaire coming from the school version (BRIEF). It has been translated and adapted to different languages and cultures (see Goldstein and Haglieri, 2014). It is an instrument facilitating the assessment of executive functions in children between 2 to 5 years and 11 months for parent and guardians of the child. It takes 10-15 min to fill-in. Answers are given using a Likert-type frequency scale with three options answers. There are a total of 63 items under 5 clinical scales (Inhibition, Emotional Control, Flexibility, Planning and Organization, and Working Memory); three clinical indices (Inhibitory Self-control, Flexibility, and Developing Metacognition); an Executive Function Global Index; and two validity scales (Negativity and Inconsistency).  Objective: Validate and adapt BRIEF-P in Spanish population. It is estimated the importance of having adapted and validated instruments in the population in which they are applied. The reasons for developing the adaptation of a test, from one culture to another are diverse, the most frequent is to be able to allow comparative studies.  Methodology: Not experimental.  Participants: 1,077 parents and 902 teachers.  Data analysis: Diverse psychometric properties were analyzed which are related with validity and reliability.  Results: BRIEF-P is a valid and reliable instrument for assessment executive functions, however, it must be said that it cannot be used for diagnosing deficits in an independent and/or isolated way.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Autocontrol inhibitorio]]></kwd>
<kwd lng="es"><![CDATA[Flexibilidad]]></kwd>
<kwd lng="es"><![CDATA[Metacognición emergente]]></kwd>
<kwd lng="en"><![CDATA[Executive functions]]></kwd>
<kwd lng="en"><![CDATA[Preschool]]></kwd>
<kwd lng="en"><![CDATA[Inhibitory autocontrol]]></kwd>
<kwd lng="en"><![CDATA[Flexibility]]></kwd>
<kwd lng="en"><![CDATA[Emergent metacognition]]></kwd>
</kwd-group>
</article-meta>
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