Executive Functioning
Executive Functioning, deficits of which are heavily linked to ADHD and other mental health
diagnoses, was measured with the Brown EF/A Parent Rating Form. The Brown Executive
Function/Attention Scales (Brown EF/A Scales) are a standardized tool to collect information
about the problems an individual demonstrates or reports with executive functions (the selfmanagement functions that support attention in multiple tasks of daily life). Results are
compared with norms to indicate how any reported problems over the past 6 months (or since the
assessment was last administered) compare to other people of similar age.
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T-Score: The way Brown Scale ratings are shown numerically
Percentile Rank: the percentage of peers that have a score less than or equal to the student’s score.
Similar to the height and weight rank you get at the doctor.
Descriptor: Adjective to represent the level of concern that the student’s ratings have.
o Typical: (Below 55) Expected level of symptoms for age and gender, problems unlikely
o Somewhat Atypical: (55-59) Slightly greater than average level of characteristics for age and
gender, indicates possible problem
o Moderately Atypical: (60 to 69) Greater than average level of characteristics for age and
gender, indicates significant problem
o Markedly Atypical: (70 and above) Considerably greater than average level of characteristics
for age and gender, indicates very significant problem
Cluster 1. Activation: Organizing, Prioritizing, and Activating to Work
T-Score (Typical = Below 55): 78, Markedly Atypical, Percentile: 99th
The Activation cluster addresses difficulties individuals may have organizing tasks and
materials, estimating time, prioritizing tasks, and getting started on work-like tasks (i.e.,
activities they have not usually chosen for pleasure).
Big problems: Beginning a task, getting organized, lack of work punctuality/quality, needs to be
told directions repeatedly
Cluster 2. Focus: Focusing, Sustaining, and Shifting Attention to Tasks
T-Score (Typical = Below 55): 89, Markedly Atypical, Percentile: 99th
The Focus cluster addresses problems individuals may have in sustaining attention and focus for
work-like tasks or in shifting attention when needed from one activity to another.
Big problems: All items in the Focus Cluster were marked Big Problems. Some of those include
– easily distracted by surroundings, needs reminders, and difficulty focusing on a singular
uninteresting thing or shifting focus from an interesting task to another more important one
Cluster 3. Effort: Regulating Alertness, Sustaining Effort, and Adjusting Processing Speed
T-Score (Typical = Below 55): 87, Markedly Atypical, Percentile: 99th
The Effort cluster addresses problems individuals may have in staying alert and sustaining
sufficient effort for work-related tasks. It also addresses difficulties with processing information,
completing tasks, and maintaining performance consistency.
Big problems: Almost all items in the Effort Cluster were marked Big Problem. Some of those
include – needing extra time to complete work, giving up quickly when things are difficult,
inconsistent work quality, and gets bored and does not want to finish tasks
Cluster 4. Emotion: Managing Frustration and Modulating Emotions
T-Score (Typical = Below 55): 75, Markedly Atypical, Percentile: 98th
The Emotion cluster addresses difficulties individuals may have with regulating emotional
reactions to the extent that they take over much of what the individuals are thinking or doing.
Big problems: Overly sensitive to teasing/criticism, gets nervous on tests and forgets previously
known information, does not care very much about school work, and has a hard time controlling
his temper
Cluster 5. Memory: Utilizing Working Memory and Accessing Recall
T-Score (Typical = Below 55): 91, Typical, Percentile: 99th
The Memory cluster addresses problems individuals may have with forgetfulness in daily
routines and recall of learned material.
Big problems: Almost all items in the Memory Cluster were marked Big Problem. Some of those
include – difficulty remembering something just read/heard, following directions the first time
they’re give, understanding main ideas of something just heard/read, loses focus and becomes
confused when talking, difficulty memorizing needed information, and plans to do things but
forgets about them
Cluster 6. Action: Monitoring and Self-Regulating Action
T-Score (Typical = Below 55): 75, Markedly Atypical, Percentile: 99th
The Action cluster addresses problems individuals may have in recognizing appropriate behavior
and self-regulating their actions.
Big problems: Teases/argues/complains/misbehaves after being told to stop,
restlessness/fidgeting, makes careless mistakes on work because it's done too quickly, and
interrupts others when they are doing or saying something.
Total Composite:
T-Score (Typical = Below 55): 86, Markedly Atypical (significant problem), Percentile: 99th
The Total Composite score is the broadest level of interpretation for the Brown EF/A Scales and
represents a composite of the six cluster scores. This score provides a global measure of the
child’s overall severity of executive function problems.