Auditory and visual continuous performance tests: Relationships with age, gender, cognitive functioning, and classroom behavior

Journal of Psychoeducational Assessment

Volumn 24, Issue 1, 2006, Pages 36-51

  Lehman, Elyse Brauch ^a   Olson, Vanessa A ^a   Aquilino, Sally A ^a   Hall, Laura C ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

Attention; Children; Continuous performance tests; Gender; Modality

Indexed keywords

EID: 33646431459     PISSN: 07342829     EISSN: None     Source Type: Journal    
DOI: 10.1177/0734282905285238     Document Type: Article

References (46)

1. Achenbach, T. M. (1991). Child Behavior Checklist. Burlington: University of Vermont.
2. Aks, D. J., & Coren, S. (1990). Is susceptibility to distraction related to mental ability? Journal of Educational Psychology, 82, 388-390.
3. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
4. Aylward, G. P., Brager, P., & Harper, D. C. (2002). Relations between visual and auditory continuous performance tests in a clinical population: A descriptive study. Developmental Neuropsychology, 21, 285-303.
5. Aylward, G. P., & Gordon, M. G. (1995). The relationship between GDS scores and measures of intelligence, achievement, memory, learning, and visual-motor functioning. ADHD/Hyperactivity Newsletter, 22, 2-4.
6. Baker, D. B., Taylor, C. J., & Leyva, C. (1995). Continuous performance tests: A comparison of modalities. Journal of Clinical Psychology, 51, 548-551.
7. Barkley, R. A. (1991). The ecological validity of laboratory and analogue assessment methods of ADHD symptoms. Journal of Abnormal Child Psychology, 19, 149-178.
8. Bedi, G. C., Halperin, J. M., & Sharma, V. (1994). Investigation of modality-specific distractibility in children. International Journal of Neuroscience, 74, 79-85.
9. Borgaro, S., Pogge, D. L., DeLuca, V. A., Bilginer, L., Stokes, J., & Harvey, P. D. (2003). Convergence of different versions of the Continuous Performance Test: Clinical and scientific implications. Journal of Clinical & Experimental Neuropsychology, 25, 283-292.
10. Brody, N. (1997). Intelligence, schooling, and society. American Psychologist, 52, 1046-1050.
11. Chase, W. G. (1987). Visual information processing. In K. R. Boff, L. Kaufman, & J. P. Thomas (Eds.), Handbook of perception and human performance: Vol. 2. Information processing (pp. 28-1 to 28-60). New York: John Wiley.
12. Cooley, E. L., & Morris, R. D. (1990). Attention in children: A neuropsychologically based model for assessment. Developmental Neuropsychology, 6, 239-274.
13. DuPaul, G. J., Anastopoulos, A. D., Shelton, T. L., Guevremont, D. C., & Metevia, L. (1992). Multimethod assessment of attention deficit hyperactivity disorder: The diagnostic utility of clinic-based tests. Journal of Clinical Child Psychology, 21, 394-402.
14. Fleming, K. L., Goldberg, T. W., & Gold, J. M. (1994). Applying working memory constructs to schizophrenic cognitive impairment. In A. S. David & J. C. Cutting (Eds.), The neuropsychology of schizophrenia (pp. 197-213). Hillsdale, NJ: Lawrence Erlbaum.
15. Gordon, M. (1996). Administrative manual for the Gordon Diagnostic System. DeWitt, NY: Author.
16. Gordon, M., Lewandowski, L., Clonan, S. M., & Malone, K. (1997). Standardization of the auditory vigilance task. ADHD/Hyperactivity Newsletter, 24, 2-4.
17. Gordon, M., & Mettelman (1988). The assessment of attention: I. Standardization and reliability of a behaviorbased measure. Journal of Clinical Psychology, 44, 682-690.
18. Halperin, J. M. (1996). Conceptualizing, describing, and measuring components of attention. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 119-136). Baltimore: Paul H. Brookes.
19. Halperin, J. M., Wolf, L., Greenblatt, E. R., & Young, G. (1991). Subtype analysis of commission errors on the continuous performance test in children. Developmental Neuropsychology, 7, 207-217.
20. Hawkins, H. L., & Presson, J. C. (1987). Auditory information processing. In K. R. Boff, L. Kaufman, & J. P. Thomas (Eds.), Handbook of perception and human performance: Vol. 2. Information processing (pp. 26-1 to 26-48). New York: John Wiley.
21. Kupietz, S. S. (1990). Sustained attention in normal and reading disabled youngsters with and without ADDH. Journal of Abnormal Child Psychology, 18, 357-372.
22. Kupietz, S. S., & Richardson, E. (1978). Children's vigilance performance and inattentiveness in the classroom. Journal of Child Psychology and Psychiatry, 19, 145-154.
23. Lassiter, K. S., D'Amato, R. C., Raggio, D. J., Whitten, J. C. M., & Bardos, A. N. (1994). The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement? Developmental Neuropsychology, 10, 179-188.
24. Lehman, E. B., Olson, V. A., Nolte, C. A., Ryan, C. M., & Goodman, L. L. (2005).The validity and factor structure of the Self-Control Observation Scale (SCOS). Unpublished manuscript, George Mason University, Fairfax, VA.
25. Lewis, T. M., & Greenberg, G. D. (1995). ADHD children's performance on visual and auditory continuous performance tests. ADHD/Hyperactivity Newsletter, 22, 5-6.
26. Martin, R. P. (1989). Activity level, distractibility, and persistence. Critical characteristics in early schooling. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 451-461). New York: John Wiley.
27. Martin, R. P., Olejnik, S., & Gaddis, L. (1994). Is temperament an important contributor to schooling outcomes in elementary school? Modeling effects of temperament and scholastic ability on academic achievement. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and early intervention (pp. 59-68). New York: Bruner/Mazel.
28. Melnyk, L., & Das, J. P. (1992). Measurement of attention deficit: Correspondence between rating scales and tests of sustained and selective attention. American Journal of Mental Retardation, 96, 599-606.
29. Mirsky, A.F. (1996). Disorders of attention: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 71-95). Baltimore: Paul H. Brookes.
30. Mitchell, T. V., & Quittner, A. L. (1996). Multimethod study of attention and behavior problems in hearing impaired children. Journal of Clinical Child Psychology, 25, 83-96.
31. Naglieri, J. A., Goldstein, S., Delauder, B. Y., & Schwebach, A. (2005). Relationships between the WISC-III and the Cognitive Assessment System with Conners' rating scales and continuous performance tests. Archives of Clinical Neuropsychology, 20, 385-401.
32. Naglieri, J. A., & Rojahn, J. (2001). Gender differences in planning, attention, simultaneous, and successive (PASS) cognitive processes and achievement. Journal of Educational Psychology, 93, 430-437.
33. Nolte, C., Ryan, C., & Lehman, E. B. (1999). Self-Control Observation Scale (SCOS). Fairfax, VA: George Mason University.
34. Nolte, C., Ryan, C., & Lehman, E. B. (2000, March). Evaluation of children's attentional and self-control behaviors in the elementary school classroom: Development of the Self-Control Observation Scale. Poster presented at the meeting of the National Association of School Psychologists, New Orleans, LA.
35. Pearson, D. A., & Lane, D. M. (1991). Auditory attention switching: A developmental study. Journal of Experimental Child Psychology, 51, 320-334.
36. Reichenbach, L. D., Halperin, J. M., Sharma, V. A., & Newcorn, J. H. (1992). Children's motor activity: Reliability and relationship to attention and behavior. Developmental Neuropsychology, 8, 87-97.
37. Riccio, C. A., Reynolds, C. R., & Lowe, P. A. (2001). Clinical applications of continuous performance tests. New York: John Wiley.
38. Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome, E. D., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of Consulting Psychology, 20, 343-350.
39. Sattler, J. M. (1992). Assessment of children (3rd. ed.). San Diego, CA: Jerome M. Sattler, Publisher.
40. Schwab, E. C., & Nusbaum, H. C. (1986). Pattern recognition by humans and machines: Vol. 1. Speech perception. New York: Academic Press.
41. Shapiro, S. K., & Herod, L. A. (1994). Combining visual and auditory tasks in the assessment of attention-deficit hyperactivity disorder. In D. K. Routh (Ed.), Disruptive behavior disorders in childhood (pp. 87-107). New York: Plenum.
42. Swanson, H. L., & Cooney, J. B. (1989). Relationship between intelligence and vigilance in children. Journal of School Psychology, 27, 141-153.
43. van der Meere, J., van Baal, M., & Sergeant, J. (1989). The additive factor method: A differential diagnostic tool in hyperactivity and learning disability. Journal of Abnormal Child Psychology, 17, 409-422.
44. Wechsler, D. (1989a). Wechsler Intelligence Scale for Children: Third edition. New York: Psychological Corporation.
45. Wechsler, D. (1989b). Wechsler Preschool and Primary Scale of Intelligence-Revised. New York: Psychological Corporation.
46. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Test of Cognitive Ability-Revised. Itasca, IL: Riverside Publishing.