![]() ![]() Traditional digit span backward scores failed to predict working memory or KTEA-2 achievement (allns). Traditional and modified scores were compared to a battery of criterion working memory (construct validity) and academic achievement tests (predictive validity) for 34 children with ADHD ages 8-13 (M=10.41 11 girls). WISC-IV digit span was modified to administer all trials (i.e., ignore discontinue rule) and count digits rather than trials correct. The current study pilot- tested minor administration/scoring modifications to improve digit span backward's construct and predictive validities in a well-characterized sample of children with ADHD. Pediatric ADHD is associated with impairments in working memory, but these deficits often go undetected when using clinic-based tests such as digit span backward. Wells, Erica L Kofler, Michael J Soto, Elia F Schaefer, Hillary S Sarver, Dustin E Data were obtained from the files of 123 persons…Īssessing working memory in children with ADHD: Minor administration and scoring changes may improve digit span backward's construct validity. This study examined the sensitivity and false-positive error rate of reliable digit span (RDS) and the WAIS-III Digit Span (DS) scaled score in persons alleging toxic exposure and determined whether error rates differed from published rates in traumatic brain injury (TBI) and chronic pain (CP). Classification Accuracy of Reliable Digit Span and WAIS-III Digit Span Scaled Scores Copyright © 2011 Sociedad Española de NeurologÃa. The data obtained will be useful in the clinical evaluation of young Spanish adults. ![]() Education affected scores in most of the attention tests age was found to be related to the visuospatial span and to speed of visuomotor tracking, and there was no relationship as regards sex. Age and education adjusted scores are provided by applying linear regressions. Tables to convert raw scores to scaled scores are provided. The sample consisted of 179 participants from 18 to 49 years old, who were cognitively normal. In the present study, as part of the Spanish normative studies of NEURONORMA young adults Project, normative data adjusted by age and education are provided for digits, Corsi Block-Tapping Task, Letter-Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test. Verbal and visuospatial span, Letter-Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test are frequently used in clinical practice to assess attention, executive functions and memory. Tamayo, F Casals-Coll, M Sánchez-Benavides, G Quintana, M Manero, R M Rognoni, T Calvo, L Palomo, R Aranciva, F Peña-Casanova, J The weak association of Digit Span and the Test of Everyday Attention, along with the finding that Picture Completion was a better predictor of performance on the Test of Everyday Attention, question the clinical utility of using Digit Span as a measure of everyday attention. Picture Completion was a somewhat stronger predictor (accounting for 19% of the unique variance). Analysis indicated that, although Digit Span was a weak but statistically significant predictor of attentional ability (accounting for 12.7% of the unique variance). In addition, the more visually oriented Picture Completion subtest along with the verbally loaded National Adult Reading Test were administered. This study investigated the effectiveness of the WAIS-III Digit Span subtest to predict the everyday attention of 75 participants with heterogeneous neurological conditions who were administered the Digit Span subtest as well as the ecologically valid Test of Everyday Attention. Results indicated that digit span was strongly correlated with aptitude/achievement scores, but did not indicate that susceptibility to proactive interference…ĭigit Span as a measure of everyday attention: a study of ecological validity. Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with college students. Individual Differences in Digit Span, Susceptibility to Proactive Interference, and Aptitude/Achievement Test Scores. ![]()
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