Table 4.

Relationships between LEAF, CHAOS, and BRIEF

LEAF Subscale	CHAOS Subscale		BRIEF Subscale
	Attention Problems		Initiate		Working Memory		Plan-Organize		Organization of Materials		Monitor
N	Parent 117	Teacher 74	Parent 114	Teacher 26	Parent 114	Teacher 26	Parent 114	Teacher 26	Parent 114	Teacher 26	Parent 114	Teacher 26
Cognitive-Learning:
Comprehension and Conceptual Learning	.54***	.49***	.47***	.54**	.52***	.60**	.45***	.38a	.22*	.22	.53***	.43*
Factual Memory	.41***	.39**	.43***	.51**	.51***	.55**	.45***	.35a	.16a	.16	.39***	.29
Cognitive-EF:
Attention	.84***	.79***	.59***	.82***	.74***	.85***	.57***	.80***	.39***	.60**	.61***	.82***
Processing Speed	.55***	.51***	.44***	.56**	.52***	.58**	.43***	.59**	.26**	.45*	.33***	.44*
Visual-Spatial Organization	.72***	.67***	.61***	.72***	.60***	.63**	.71***	.63**	.60***	.64***	.73***	.66***
Sustained Sequential Processing	.78***	.71***	.59***	.77***	.68***	.73***	.67***	.70***	.47***	.58**	.59***	.73***
Working Memory	.70***	.59***	.59***	.69***	.67***	.60**	.58***	.50**	.41***	.35a	.59***	.54**
Novel Problem-Solving	.56***	.47***	.61***	.61**	.49***	.48*	.49***	.33a	.29**	.18	.53***	.44*
Academic:
Mathematics Skills	.18a	.40***	.29**	.58**	.20*	.57**	.23*	.49*	.06	.31	.29**	.38a
Basic Reading Skills	.36***	.30*	.24*	.37a	.31**	.37a	.31**	.20	.20*	.08	.26**	.29
Written Expression Skills	.41***	.47***	.34***	.62**	.34***	.57**	.41***	.52**	.22*	.24	.44***	.52**

Note. CHAOS = Conduct-Hyperactive-Attention Problem-Oppositional Symptom. BRIEF = Behavior Rating Inventory of Executive Function. Complete sample includes 118 parent-completed and 85 teacher-completed LEAF forms. Values are Pearson correlation coefficients between behavior checklist measures completed by the same respondent.

^ap < 0.10;

^*p < 0.05;

^**p < 0.01;

^***p < 0.001