Date of Award


Document Type


Degree Name

Doctor of Psychology (PsyD)


Graduate Department of Clinical Psychology

First Advisor

Glena Andrews, Ph.D

Second Advisor

Elizabeth Hamilton, Ph.D

Third Advisor

Sabrina Gomez, Ph.D


Since the early 2000s, the Hispanic population residing in the United States has dramatically grown by 55% (Puente et al., 2015), which increases the importance of understanding how cultural differences may affect neuropsychological test performance. Research demonstrates that pervasive differences exist between the Hispanic community and the dominant culture (Burton et al., 2012). Thus, altering the perception of normative behavior among children (Kärtner et al., 2011). The relative differences in developmental expectations may unfairly disadvantage Hispanic children and potentially lead to the over-pathology of minorities (Burton et al., 2012). The present study aimed to address the potential differences on the BRIEF2 test performances across Spanish-speaking subgroups based on the child’s age and gender, as well as their parents’ country of origin, English proficiency, and education levels. The sample consisted of 41 children (ages 5-18 years) with Spanish-speaking parents residing in the United States. Results suggested that index scores and the global executive composite on the BRIEF2 Spanish Version were significantly impacted by factors including the parents’ English proficiency and education levels, as well as the child’s age. More specifically, parents of children within the 8-12 age group endorsed more difficulties with cognitive regulation and global executive functioning skills than parents with children in the 5-17 and 13-18 age groups. Parents with limited English proficiency were more likely to rate their children with pathological behavioral regulation parents with bilingual or native English proficiency. Fathers with a primary school or graduate school education level were more likely to endorse difficulties with behavioral and cognitive regulation in their children as well as global executive functioning skills, whereas mothers with a middle school education were more likely to endorse difficulties with emotional regulation and global executive functioning skills in their children. The study highlights the need to interpret the results of the BRIEF2 Spanish Version with caution and for continued research with a larger sample size.

Included in

Psychology Commons