ABSTRACT
OBJECTIVE: To examine between-groups differences in the associations between aspects of processing speed assessed with an inspection time task and attention-deficit/hyperactivity disorder (ADHD) symptoms. RESEARCH DESIGN: Two groups comprising 34 children with cerebral palsy (CP) and 70 nonaffected peers (control), ages 8-16 years, participated in a prospective correlational study. Measures included a visual inspection time task and the Conners' Parent Rating Scale-Revised: Long Version. RESULTS: Children with CP exhibited significantly slower processing speed and more symptoms of inattention and hyperactivity than controls. Significant associations between inspection time and ADHD symptoms were found only in the control group. CONCLUSIONS: Findings have implications for clinical assessment and understanding of attentional risks associated with CP.
Subject(s)
Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/epidemiology , Attention Deficit Disorder with Hyperactivity/physiopathology , Cerebral Palsy/epidemiology , Cerebral Palsy/physiopathology , Cognition Disorders/epidemiology , Visual Perception , Child , Cognition Disorders/diagnosis , Demography , Female , Humans , Male , Reaction Time , Time FactorsABSTRACT
Working memory scales of commonly used measures of cognitive functioning for children are evaluated for substantive validity by comparing processes needed for subtest performance to component processes in Baddeley's working memory model. Comprehensive measures of working memory need to assess phonological and visuospatial working memory as well as storage-retrieval and manipulation in both components. The Wechsler Intelligence Scale-Fourth Edition (WISCIV) working memory index and the Woodcock-Johnson III Tests of Cognitive Abilities broad short-term memory factor do not assess visuospatial working memory. The Stanford-Binet Intelligence Scales, Fifth Edition and WISCIV Integrated have potential for being comprehensive, substantively valid measures of working memory, but they need improvement and further investigation. It is imperative that solid, empirically based definitions of constructs serve as the foundation for comprehensive assessment when measures are used to form hypotheses and make decisions regarding a child's future.
