Table 2.

Cognitive tests and assessments

Cognitive function	Test name	Test description	Test score
Working memory	WISC-IV Digit span forward and backward	Repeat numbers verbatim or in reverse order as stated by the administrator	Sum score 0–32 Higher score implies better working memory
Processing speed	D-KEFS CWIT Conditions 1 and 2	Name the colours of different bars (Condition 1) and read written colour names aloud in that colour (Condition 2).	Response time (s) on each condition Mean of results from the two conditions Higher score implies slower processing speed
Cognitive inhibition	D-KEFS CWIT Condition 3	Read aloud the colour of the names of colours printed in a different colour	Response time (s) Higher score implies more difficulties with the task
			Number of errors Higher score implies more errors
Cognitive flexibility	D-KEFS CWIT Condition 4	Switch between reading colour words and naming dissonant ink colours	Response time (s) Higher score implies more difficulties with the task
Verbal learning	HVLT-R Total recall	The administrator reads 12 words aloud. The examinee repeats as many words as possible in three trials	Sum score of words remembered in all three trials together (0–36) Higher score implies better learning
Verbal delayed memory	HVLT-R Delayed recall	Examinee recalls words after a 20 min delay	Number of words remembered (0–12) Higher score implies better delayed memory
Everyday executive function	BRIEF Global executive composite	Parents score 86 statements regarding the daily executive functioning of their child	Score gives an overall measure of executive function Higher score implies higher degree of impairment

BRIEF, Behaviour Rating Inventory of Executive Function; D-KEFS CWIT, Delis–Kaplan Executive Function System Color Word Interference Test; HVLT-R, Hopkins Verbal Learning Test-Revised; WISC-IV, Wechsler Intelligence Scale for Children, 4th ed.