Behavior Rating Inventory

In a study published by Hung-Pollock and Karalunas, they created an experiment that tested children with and without ADHD’s working memory (WM) to better understand how their executive functioning (EF) developed (2010). In order for an individual to use and learn an executive function, that individual must first use WM to remember and practice that function until it becomes automatic. Hung-Pollock and Karalunas used two types of test to measure reaction time (RT) and apply that data to WM. The first test was alphabet arithmetic (AA), a computer program that would present a question with a number and a letter (i.e A+1=?) (Hung-Pollock C. L., & Karalunas S. L. 2010). Children were expected to replace the letter with the number associated with its position in the alphabet (i.e. A=1, B=2, C=3) and solve. The children were told to press that enter button with would record their RT and then say their answer aloud to the research assistant who then recorded answers (Hung-Pollock C. L., & Karalunas S. L. 2010). The second test, called finger math (FM), was another computer program that presented children with the same math problems as the AA (Hung-Pollock C. L., Karalunas S. L.

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

According to the technical manual, Test Validity can be defined as the degree to which empirical evidence and theory support the use and interpretation of the test (Schrank & McGrew, 2001). The main constructs and measures attained by the WJ III are resultant from the Cattell Horn Carrol theory of the cognitive abilities (CHC theory). Content validity, which is how well a test measures the behaviors it was intended to measure, was accompanied through requirement of a master test and cluster-content revision blueprint. Each cluster of the Woodcock- Johnson COG battery was created to heighted the range of validity measurement (Schrank & McGrew, 2001). This was done by providing two qualitatively separate narrow abilities included in the broad ability, as defined by CHC theory. The WJ III ACH was also knowledgeable by CHC theory. In order to strengthen

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

A., Pelham, W. E., Gnagy, E. M., Waschbusch, D., &Lahey, B. B. (n.d.). The Children’s Impairment Rating Scale (CIRS).Psychometric properties of an impairment rating scale for children with ADHD. Manuscript under review., 1-28. Retrieved from http://ccf.buffalo.edu/pdf/DBD_interiew.pdf

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

It tests cognitive performance in six domains: reaction time, processing speed, learning, working memory, delayed memory, and spatial memory (Kane, Roebuck-Spencer, Short, Kabat, Wilken, 2007;, Eonta, et al., 2011). It has been shown to be a reliable screening tool for detecting neurocognitive deficits, especially when compared to baseline measures (Kelly, Coldren, Parish, Dretsch, Russell, 2012; Johnson, Vincent, Johnson, Gilliland, & Schlegel, 2008; Roebuck-Spencer, Vincent, Gilliland, Johnson, & Cooper, 2013; Woodhouse, et al., 2013).

When testing the subjects, children with developmental ADHD that were being treated with medication had the medication withheld for 48 hours before testing to eliminate the effects of the medication on their cognitive performance. It is also important to note that none of the children with S-ADHD were medicated at the time of the study. The diagnostic criteria used to diagnose ADHD was via the DSM-IV. The severity of subjects whom had suffered a TBI were based on the Glasgow Coma Scale (GCS), commonly used to diagnose severity of brain injury. To determine S-ADHD, the researchers used the Ontario Child Health Survey Scales-Revised (OCHS-R), which was completed by both parents and teachers of the children involved in the study, focusing on the behaviors exhibited over the past six months.

Attention was tested using the “D2 attention test” (Brickencamp 2002) and working memory was tested using the “sentences working memory test” (Siegel and Ryan 1989). The authors state that although there is a statistically significant improvement in verbal working memory in ADHD subjects when compared to themselves and control groups after a single dose, it is not enough to significantly improve the “executive variable” because there were no differences between experimental and control groups after one month of

Executive Functioning (EF) is an overarching term that refers to neuropsychological processes that enable physical, cognitive and emotional self-control (Corbett, Constantine, Hendren, Rocke & Ozonoff, 2008). It involves the ability to maintain an appropriate problem-solving set for attainment of a future goal (Luria, 1966, cited in Cumine, Leach & Stevenson, 1998).

I chose the Fixed Battery Approach as the assessment tool to discuss. It dates back, and it has been considered to be a comprehensive approach that is a broad based and emphasizes on standardization and reliability. Most common fixed approach assessment used is the Halstead-Reitan Neuropsychological Test Battery.

This scholarly journal was written by Tupper (2017), briefly discusses two major neuropsychological disorders, Attention Deficit/hyperactivity disorder (ADHD), and Traumatic Brain Injury (TBI). ADHD is a developmental disorder (2017) that is characterized by inattention, hyperactivity, impulsiveness, disorganization, and restlessness. TBI, an acquired disorder triggered by injuries from motor vehicle accidents or falls, cerebrovascular accidents, tumors, among others. Across the journal, the author summarizes the main points, concepts, and developments included in a lifespan approach that facilitates the evaluation and management of neurobehavioral disorders from birth to death (2017).

The branch of psychology that studies the relationship between behavior and brain functioning is called neuropsychology. Moreover, neuropsychological assessment is involved in evaluating this relationship. One such assessment is the NEPSY. The NEPSY, which stands for “A Developmental Neuropsychological Assessment,” is a series of neurological tests that are used in various combinations to assess the neurological development of children ages three to sixteen years old. The interest in neuropsychological l assessment of children began as a result of the knowledge and experience of assessing adults with brain damage. Consequently, the first pediatric neuropsychological tests were normed on very small and very specific populations. When the NEPSY

The Trail Making Test (TMT) is among the instruments most senstive to brain damage. The test features executive functioning tasks that reveal levels of congitive ability. Ashendorf (2007) applies TMT to five hundred individuals who he classifies as: cogntiviely normal, mild congtive impariment, and Dementia patients. His concludes that the test accurately measures executive functioning since groups with cognitive impairment perfomed worse than the group of healthy individuals. Executive functioning and other impairments in the prefrontal cortices of the brain are common in earlier stages of Alzheimer’s disease, therefore applying TMT may be valuable for early detection.