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Objective: While the lack of relation between performance- and inventory-based executive function (EF) measures is well documented, there remains ambiguity between self-report EFs and closely related constructs (e.g., impulsivity) assessed via the same method. The degree of convergence between purported EF measures with similar yet distinct constructs contain important theoretical implications for available EF assessment strategies and their construct validity. A newer measure of EF, the Behavior Regulation Inventory of Executive Functions—Adult (BRIEF-A), allows for more direct comparisons to self-reported measures of impulsivity, such as the commonly used Urgency, Planning, Perseverance, Sensation Seeking—Positive Urgency (UPPS-P) assessment. Method: The present study used factor analysis and hierarchical regression to explore the associations between the BRIEF-A and UPPS-P, using alcohol and cannabis consumption across various outcomes (i.e., quantity-frequency and consequences) as an external criterion. Participants were 339 undergraduate students (Mage = 19.35; Female = 63%) from a large southwestern university. Results: The BRIEF-A and UPPS-P demonstrated strong correlations at both higher- and lower order facets. While the BRIEF-A was a significant correlate to many substance use outcomes, these relations were generally weaker than those seen with the UPPS-P. Hierarchical regression suggested limited contributions of the BRIEF-A over and above the UPPS-P. Conclusions: Overall, this study suggested substantial overlap between impulsigenic factors and EFs when measured by self-report, and limited utility of EF measures to account for unique variance with substance use outcomes in this sample. [ABSTRACT FROM AUTHOR]

Objective: ADHD is a neurodevelopmental disorder affecting millions of adults worldwide. Continuous performance tests (CPTs) are widely used as assessment and diagnostic tools; however, their use in diagnosing undiagnosed ADHD in adults has been questioned due to their lack of specificity and sensitivity. This review sought to outline relevant findings concerning the diagnostic utility of the Conner's Continuous Performance Test (CCPT) in adults. Method: This systematic review followed the a priori guide outlined by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. Articles were gathered from PsycINFO, PsycArticles, Cochrane, Scopus, Google Scholar, and PubMed. Results: Thirty-five articles were reviewed and analyzed. Most articles reviewed used outpatient and university populations. Moderate reliability, subpar discriminant and ecological validity, and mixed sensitivity and specificity were noted. Conclusion: The results of this review lend support to previous critiques of the CCPT's diagnostic and utility as a treatment measure. [ABSTRACT FROM AUTHOR]

Objective: Attaining competence in assessment is a necessary step in graduate training and has been defined to include multiple domains of training relevant to this attainment. While important to ensure trainees meet these standards of training, it is critical to understand how and if competence shapes a trainees' professional identity, therein promoting lifelong competency. Methods: The current study assessed currently enrolled graduate trainees' knowledge and perception of their capabilities related to assessment to determine if self‐reported and performance‐based competence would incrementally predict their intention to use assessment in their future above basic training characteristics and intended career interests. Results: Self‐reported competence, but not performance‐based competence, played an incremental role in trainees' intention to use assessments in their careers. Multiple graduate training characteristics and practice experiences were insignificant predictors after accounting for other relative predictors (i.e., intended career settings, integrated reports). Conclusion: Findings are discussed about the critical importance of incorporating a hybrid competency‐capability assessment training framework to further emphasize the role of trainee self‐efficacy in hopes of promoting lifelong competence in their continued use of assessments. Significance Statement: This study examines health service psychology trainees' intention to engage in psychological assessment and the incremental role of self‐reported competence. Findings highlight the significance of self‐reported competence above performance‐based competence in assessment when predicting long‐term professional identity, which in turn promotes lifelong competence. [ABSTRACT FROM AUTHOR]