Table 1.
Arizona Cognitive Test Battery Measures From Edgin, Mason, et al. (2010), Task Demands, and Recommended Outcomes Based on Retesting Data From Current Study
| Domain/test | Description | Primary ability assessed | Recommended outcomes based on retesting performance and findings of Edgin, Mason, et al. (2010)* |
|---|---|---|---|
| Primary | |||
| Prefrontal | |||
| Modified Dots task (Davidson, Amso, Anderson, & Diamond, 2006) | Presses a button below a cat, shifts to a new rule (pressing across the screen) for a frog, shifts between rules | Inhibitory control, working memory | No appropriate outcome measures. High levels of floor effects. |
| CANTAB IDED | Forced-choice discrimination task with change in relevant dimension | Set-shifting | No appropriate outcome measures. Inadequate test-retest reliability. |
| Hippocampal | |||
| CANTAB Paired Associates Learning | Recall for hidden abstract patterns and associated locations | Spatial associative memory | Stages completed, total errors adjusted are recommended. Utilize the alternate forms provided by CANTAB to limit practice effects. |
| Virtual computergenerated arena (Thomas, Hsu, Laurence, Nadel, & Jacobs, 2001) | Navigation of a virtual arena (via joystick) to find a fixed hidden target | Spatial memory | No appropriate outcome measures due to poor test-retest reliability. |
| Cerebellar | |||
| Finger Sequencing task (Edgin, 2010b) | Sequences generated by tapping a number of fingers (1,2,3,4) to a lever in succession | Motor sequencing | Use maximum sequence reached. |
| NEPSY Visuomotor Precision (ages 3–4 years; Korkman, Kirk, & Kemp, 1998) | Follow two tracks with a pen | Visuomotor tracking, hand-eye coordination | Use total score. |
| CANTAB Simple Reaction Time (SRT) | Participants press a button in response to a box presented on a screen | Motor response time and attention | Use median correct latency, omission errors, commission errors. |
| Secondary | |||
| KBIT-II Verbal Subscales (verbal knowledge, riddles; Kaufman & Kaufman, 2004) | Points to pictures based on the word or phrase, answers riddles | Verbal comprehension, production | Use subscale raw score totals. |
| KBIT-II Matrices | Semantic or visuospatial pattern completion | Problem solving | Use subscale raw score total. |
| CANTAB Spatial Span | Touching of boxes in order changing color on the screen, | Immediate memory for spatial-temporal sequences | Use span. |
| Scales of Independent Behavior-Revised (Bruininks, Woodcock, Weatherman, & Hill, 1996) | Parent report of everyday skills | Adaptive behavior | Use Standard Score. |
| Behavioral Outcome Measures | |||
| Behavioral Rating Inventory of Executive Function-School Age (Gioia, Isquith, Guy, & Kenworthy, 2000) | Eight parent-report subscales of everyday executive ability | Domains of prefrontal function, behavioral regulation, and metacognition | All scales can be employed. Practice effects were detected on the working memory T-score. |
| Nisonger Child Behavior Rating Form-Parent (Aman, Tasse, Rojahn, & Hammer, 1996) | Eight parent-report subscales of adaptive and maladaptive skills | Conduct Problems, Hyperactivity, Anxiety, Sensitivity, Ritualistic, Stereotypic, Social Adaptive Skills, and Compliance | All scales can be used except Self-Injury/Stereotypic behavior due to poor retest reliability. |
Note. CANTAB = Cambridge Neuropsychological Testing Automated Battery. IDED = Intradimensional/extradimensional set-shifting. KBIT-II= the Kaufman Brief Intelligence Test-Second Edition.
*
As shown in this table, some measures from the Arizona Cognitive Test Battery (Edgin, Mason, et al., 2010) were noted as having poor psychometric characteristics in the current study. These measures have are listed as having “No appropriate outcome measures” in the last column of Table 1.