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The trail making test as a measure of sustained attention in children
786
Abstracts /Archives of Clinical Neuropsychology 15 (2000) 653-850
Relationship between PIC constructs and the TOVA Mleko AL, Mahrou ML, Espe-Pfeeifer e Escalona AM, Greene L, Devearju-Backhaus Golden CJ
S, Marsh J,
Disorders of attention and concentration are measured in neuropsychology both by self-report measures and by more objective tests of sustained attention and concentration. These methods are often used interchangeably with no regard to whether similar constructs are being measured. The present study, in an attempt to improve the situation, examined the relationship between the Personality Inventory for Children (PIC) (a self-report inventory filled out by the parent and which contains a hyperactivity scale) and the Test of Variables of Attention (TOVA). Forty-four children were referred for neuropsychological evaluation which included the PIC and TOVA as part of a comprehensive battery. The sample was predominantly male (78.4%) and right-handed (97.3%). The participants average age and education was 10.3 years (SD =2.44) and 4.8 years (SD=2.16) respectively. Fifty-four percent of the sample was Caucasian and 32.4% was African-American and/or Caribbean Black. Diagnostic groups included psychiatric disorders (27.3%), neurological disorders (36.4%), no diagnosis (3%), and a mixed group of psychiatric and neurological disorders (33.3 %). Pearson correlations yielded relatively few significant correlations between the TOVA Visual and Auditory scores and PIC subscale scores. Specifically, of 11 comparisons between TOVA measures and the Hyperactivity scale, only the relationship with the Multiple Response scale (auditory) was significant at - 0.44 (p < 0.01). The remaining PIC scales showed 11 significant correlations 0, < 0.05) out of 306 comparisons, less than would be expected by change (15.3). These results suggest that selfreport that self-report of hyperactivity does not correlate with measures of sustained attention such as the TOVA. These results require both further replication as well as a considered reevaluation of the meaning of these test scores.
The Trail Making Test as a measure of sustained attention in children Escalona AM, Espe-Pfeifer e Mahrou Ml, Mleko AL, Greene L, Devaraju-Backhaus Golden CJ.
S, Marsh J,
While the measurement of sustained attention has received increased attention in child neuropsychology, the relatively long length of these tests as well as the need for specific equipment make them difficult to give in many settings. The Trail Making Test (TMT), however, is thought to measure these functions with little equipment and minimal time (less than 5- 10 minutes). The present study examined the relationship between the Test of Variables of Attention (TOVA) and the full (adult) TMT. Participants were 44 children referred for neuropsychological evaluation which included the Trail Making Test and the 2 stimulus versions of the TOVA (visual and auditory) as part of the comprehensive battery. The average age was 10.27 years (SD=2.62) and average education was 4.76 years (SD=2.39). The sample was predominantly male (76%) and right-handed (97%). Thirtythree percent of the sample was Caucasian and 53% was African-American and/or Caribbean Black. Correlations showed significant relationships (p < 0.0 1) between the TOVA and the Trail Making Test, ranging from - 0.476 to 0.624. Trails A time was significantly correlated with Visual Omission Error total (0.424), Visual Response Time total (0.487), Visual D-Prime (- 0.476), and Auditory Response Time Total (0.475). Trails A errors was significantly correlated with Visual Post Commissions (0.418) and Visual D-Prime (- 0.409). Trails B time was significantly correlated with Visual Response Time (0.545), Auditory Commission Errors (0.410), Auditory Response Time Total (0.528), and Auditory Response Time Variability (0.522). Trails B number of errors was significantly correlated with Visual
Abstracts /Archives of Clinical Neuropsychologv I5 (2000) 653-850
787
Commission errors (0.424), Visual Response Time Variability (0.469), Visual Multiple Response (0.624), Visual Post Commissions (0.425), and Visual D-Prime (- 0.411). These results suggest that the TMT could serve in measuring certain variables of inattention and impulsivity, giving an estimate of these functions in the event that the TOVA could not be given.
Quantitative EEG assessment of an adolescent with expressive Williamson JB, Shenal BK Rhodes R, Foster e Harrison D.
aprosodia
Quantitative electroencephalography (QEEG) was used as a component of the neuropsychological examination in the evaluation of an adolescent diagnosed with expressive aprosodia. Previous research has indicated expressive deficits in prosody correlated with cerebral damage to the right hemisphere region homologous to Broca’s area. The neuropsychological examination yielded expectations for right anterior cerebral dysfunction with expressive aprosodia. These findings yielded an a priori prediction subsequently tested using quantitative EEG technology. The results provide case study evidence supporting the inclusion of QEEG as part of a neuropsychological evaluation. This approach lends itself both to double dissociation techniques in syndrome analysis and in a priori predictions using nomothetic comparisons.
Neuropsychological services within opportunities for research, training, Morgan JM, Schlegel D, Hatt CPT
a public school system: a unique collaboration and service delivery in a nontraditional setting
creating
As managed care continues to influence service delivery, clinical psychologists and neuropsychologists alike have had to diversify and collaborate with other private and public agencies as an alternative to relying solely on third party reimbursement. Accordingly, neuropsychologists have been increasingly consulting with public school systems, providing assessment services to students with known or suspected central nervous system dysfunction. The Virginia Beach City Public School System in Virginia Beach, Virginia, has a unique program, which blends opportunities for service delivery with research and training of clinical psychology graduate students, interns, and post-doctoral residents. This poster will provide an overview of the role of a clinical neuropsychologist within a public school system, describing the referral process, opportunities for program development, avenues for collaborating with other community-based agencies, research, and the development of training programs. This model of service delivery will be presented in detail to facilitate replication within other school systems in order to expand career and training opportunities in neuropsychology.
The relationship between language Kastner J, Raggio D, May W
skills and later academic achievement
in children
Neuropsychologists are frequently consulted to evaluate children, and to determine what skills are most likely to predict later academic achievement. The ability of scores on the Early Prevention of School Failure battery to predict Stanford Achievement Test (SAT) scores was examined. Participants included 280 elementary students (140 boys and 140 girls) who were administered the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Preschool Language Scale (PLS), the Developmental Test of Visual-Motor Integration-Revised (VMI-R), the Draw-A-Man test (DAM), and the Motor Activity
Abstracts /Archives of Clinical Neuropsychology 15 (2000) 653-850
Relationship between PIC constructs and the TOVA Mleko AL, Mahrou ML, Espe-Pfeeifer e Escalona AM, Greene L, Devearju-Backhaus Golden CJ
S, Marsh J,
Disorders of attention and concentration are measured in neuropsychology both by self-report measures and by more objective tests of sustained attention and concentration. These methods are often used interchangeably with no regard to whether similar constructs are being measured. The present study, in an attempt to improve the situation, examined the relationship between the Personality Inventory for Children (PIC) (a self-report inventory filled out by the parent and which contains a hyperactivity scale) and the Test of Variables of Attention (TOVA). Forty-four children were referred for neuropsychological evaluation which included the PIC and TOVA as part of a comprehensive battery. The sample was predominantly male (78.4%) and right-handed (97.3%). The participants average age and education was 10.3 years (SD =2.44) and 4.8 years (SD=2.16) respectively. Fifty-four percent of the sample was Caucasian and 32.4% was African-American and/or Caribbean Black. Diagnostic groups included psychiatric disorders (27.3%), neurological disorders (36.4%), no diagnosis (3%), and a mixed group of psychiatric and neurological disorders (33.3 %). Pearson correlations yielded relatively few significant correlations between the TOVA Visual and Auditory scores and PIC subscale scores. Specifically, of 11 comparisons between TOVA measures and the Hyperactivity scale, only the relationship with the Multiple Response scale (auditory) was significant at - 0.44 (p < 0.01). The remaining PIC scales showed 11 significant correlations 0, < 0.05) out of 306 comparisons, less than would be expected by change (15.3). These results suggest that selfreport that self-report of hyperactivity does not correlate with measures of sustained attention such as the TOVA. These results require both further replication as well as a considered reevaluation of the meaning of these test scores.
The Trail Making Test as a measure of sustained attention in children Escalona AM, Espe-Pfeifer e Mahrou Ml, Mleko AL, Greene L, Devaraju-Backhaus Golden CJ.
S, Marsh J,
While the measurement of sustained attention has received increased attention in child neuropsychology, the relatively long length of these tests as well as the need for specific equipment make them difficult to give in many settings. The Trail Making Test (TMT), however, is thought to measure these functions with little equipment and minimal time (less than 5- 10 minutes). The present study examined the relationship between the Test of Variables of Attention (TOVA) and the full (adult) TMT. Participants were 44 children referred for neuropsychological evaluation which included the Trail Making Test and the 2 stimulus versions of the TOVA (visual and auditory) as part of the comprehensive battery. The average age was 10.27 years (SD=2.62) and average education was 4.76 years (SD=2.39). The sample was predominantly male (76%) and right-handed (97%). Thirtythree percent of the sample was Caucasian and 53% was African-American and/or Caribbean Black. Correlations showed significant relationships (p < 0.0 1) between the TOVA and the Trail Making Test, ranging from - 0.476 to 0.624. Trails A time was significantly correlated with Visual Omission Error total (0.424), Visual Response Time total (0.487), Visual D-Prime (- 0.476), and Auditory Response Time Total (0.475). Trails A errors was significantly correlated with Visual Post Commissions (0.418) and Visual D-Prime (- 0.409). Trails B time was significantly correlated with Visual Response Time (0.545), Auditory Commission Errors (0.410), Auditory Response Time Total (0.528), and Auditory Response Time Variability (0.522). Trails B number of errors was significantly correlated with Visual
Abstracts /Archives of Clinical Neuropsychologv I5 (2000) 653-850
787
Commission errors (0.424), Visual Response Time Variability (0.469), Visual Multiple Response (0.624), Visual Post Commissions (0.425), and Visual D-Prime (- 0.411). These results suggest that the TMT could serve in measuring certain variables of inattention and impulsivity, giving an estimate of these functions in the event that the TOVA could not be given.
Quantitative EEG assessment of an adolescent with expressive Williamson JB, Shenal BK Rhodes R, Foster e Harrison D.
aprosodia
Quantitative electroencephalography (QEEG) was used as a component of the neuropsychological examination in the evaluation of an adolescent diagnosed with expressive aprosodia. Previous research has indicated expressive deficits in prosody correlated with cerebral damage to the right hemisphere region homologous to Broca’s area. The neuropsychological examination yielded expectations for right anterior cerebral dysfunction with expressive aprosodia. These findings yielded an a priori prediction subsequently tested using quantitative EEG technology. The results provide case study evidence supporting the inclusion of QEEG as part of a neuropsychological evaluation. This approach lends itself both to double dissociation techniques in syndrome analysis and in a priori predictions using nomothetic comparisons.
Neuropsychological services within opportunities for research, training, Morgan JM, Schlegel D, Hatt CPT
a public school system: a unique collaboration and service delivery in a nontraditional setting
creating
As managed care continues to influence service delivery, clinical psychologists and neuropsychologists alike have had to diversify and collaborate with other private and public agencies as an alternative to relying solely on third party reimbursement. Accordingly, neuropsychologists have been increasingly consulting with public school systems, providing assessment services to students with known or suspected central nervous system dysfunction. The Virginia Beach City Public School System in Virginia Beach, Virginia, has a unique program, which blends opportunities for service delivery with research and training of clinical psychology graduate students, interns, and post-doctoral residents. This poster will provide an overview of the role of a clinical neuropsychologist within a public school system, describing the referral process, opportunities for program development, avenues for collaborating with other community-based agencies, research, and the development of training programs. This model of service delivery will be presented in detail to facilitate replication within other school systems in order to expand career and training opportunities in neuropsychology.
The relationship between language Kastner J, Raggio D, May W
skills and later academic achievement
in children
Neuropsychologists are frequently consulted to evaluate children, and to determine what skills are most likely to predict later academic achievement. The ability of scores on the Early Prevention of School Failure battery to predict Stanford Achievement Test (SAT) scores was examined. Participants included 280 elementary students (140 boys and 140 girls) who were administered the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Preschool Language Scale (PLS), the Developmental Test of Visual-Motor Integration-Revised (VMI-R), the Draw-A-Man test (DAM), and the Motor Activity