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Simple questions with complex answers
Published in Jed A. Yalof, Anthony D. Bram, Psychoanalytic Assessment Applications for Different Settings, 2020
David J. York, Alan L. Schwartz
In order to address Mr. S’s concerns about the possibility of ADHD, the assessors selected (a) a self-report instrument, the Conners’ Adult ADHD Rating Scales—Long Version (CAARS—L; Conners, Erhardt, and Sparrow, 1999), (b) a collateral-report measure, the CAARS—L Observer Rating Form, completed by Mr. S’s younger brother and a close friend, and (c) a performance-based test designed to assess mental focus and behavioral control, The Integrated Visual and Auditory Continuous Performance Test—Second Edition (IVA-2; Sandford & Sandford, 2019). In order to account for intellectual or learning factors that can give rise to performance difficulties in medical students (Quirk, 1996), two other performance-based measures, the Wechsler Abbreviated Scale of Intelligence—Second Edition (WASI-II; Weschler, 2011) and a set of core reading subtests (Word Attack, Letter-Word Identification, Sentence Reading Fluency, and Passage Comprehension) from the Woodcock Johnson Tests of Achievement Fourth Edition; (WJ IV ACH; Schrank, Mather, & McGrew, 2014) were administered. The verbal subtests of the WASI-II doubled as structured performance-based measures of personality functioning (Rapaport, Gill, & Schafer, 1946; Bram, 2017). Because of practical considerations of time constraints and incremental validity, the assessors chose to administer the WASI-II in lieu of the full WAIS-IV (Wechsler, 2008).
Neurofeedback in Application to the ADHD Spectrum
Published in Hanno W. Kirk, Restoring the Brain, 2020
The need clearly exists for us to move beyond a purely behavioral and phenomenological model. Since neurofeedback engages neural network organization directly, the canonical disorders need to be understood in the new framework. That project is aided by having a neurophysiological measure to go along with our neurophysiological remedy. The continuous performance test (CPT) that has been in use in our work since 1990 serves this purpose admirably. Whereas the results of CPTs have historically been interpreted in behavioral terms, they can equally well inform us with respect to behavior at the level of the neuronal networks. Refinements and new developments over the last 15 years have substantially increased the utility of the test.
The Psychiatric Interview
Published in Mohamed Ahmed Abd El-Hay, Essentials of Psychiatric Assessment, 2018
More elaborate assessment of attentional capacities additionally test the ability to inhibit distraction or avoid unwanted attentional switching to automatic or overlearned processes (e.g., reading rather than color naming; stroop test). Specific psychometric tests can be used for elaborate assessment, e.g., Continuous Performance Test.
Examining Conners Continuous Performance Test-3 (CPT-3) Embedded Performance Validity Indicators in an Adult Clinical Sample Referred for ADHD Evaluation
Published in Developmental Neuropsychology, 2021
Lauren M. Scimeca, Lindsey Holbrook, Tasha Rhoads, Brian M. Cerny, Kyle J. Jennette, Zachary J. Resch, Maximillian A. Obolsky, Gabriel P. Ovsiew, Jason R. Soble
Continuous performance tests are commonly used in standard neuropsychological practice (Rabin, Barr, & Burton, 2005) and are valuable in the assessment of attention, particularly among specific clinical populations, such as attention-deficit/hyperactivity disorder (ADHD; Hervey, Epstein, & Curry, 2004; LeRoy, Jacova, & Young, 2019) and mild traumatic brain injury (mTBI; Erdodi, Roth, Kirsch, Lajiness-O’Neill, & Medoff, 2014; Larrabee, 2012). The Conners’ Continuous Performance Test (CPT) is considered the most widely used continuous performance test (Rabin et al., 2005), and its current iteration, the CPT – 3rd edition (CPT-3; Conners, 2014), measures several aspects of sustained attention. Specifically, the CPT-3 provides information regarding inattention, impulsivity, and vigilance captured by measuring response styles, errors, and response times (Conners, 2014). In addition to its use for assessing sustained attention, embedded validity indicators have been derived from CPT indices with the goal of identifying invalid neuropsychological test performance.
Electrophysiological characteristics in children with listening difficulties, with or without auditory processing disorder
Published in International Journal of Audiology, 2019
Tone Stokkereit Mattsson, Ola Lind, Turid Follestad, Kjell Grøndahl, Wayne Wilson, Jude Nicholas, Ståle Nordgård, Stein Andersson
It is to be noted that the ASust quotient for the non-APD group means fell in the slightly impaired range, while the APD group means fell in the moderately to severely impaired range. The diagnosed attention disorder in some of the children may have influenced the ASust quotient. Thus, the decreased score in the APD tests could be associated with impaired auditory sustained attention. However, the correlations observed between AP tests and the continuous performance tests were mostly low, and at best moderate, indicating that additional factors influenced AP performance in this study’s participants. The significant correlation between auditory and visual sustained attention was high (as expected) (r = 0.79, p < 0.001), suggesting the existence of some common factors underlying attention in the auditory and visual modalities.
Plasma and serum brain-derived neurotrophic factor (BDNF) levels and their association with neurocognition in at-risk mental state, first episode psychosis and chronic schizophrenia patients
Published in The World Journal of Biological Psychiatry, 2019
Ulrike Heitz, Martina Papmeyer, Erich Studerus, Laura Egloff, Sarah Ittig, Christina Andreou, Tobias Vogel, Stefan Borgwardt, Marc Graf, Anne Eckert, Anita Riecher-Rössler
The following measures were used to cover the cognitive domains of interest:Verbal and non-verbal intelligence: Mehrfachwahl-Wortschatz Test (MWT-A; Lehrl 1977) and Leistungsprüfsystem, scale 3 (LPS-3; Horn 1983), respectively.Verbal learning and memory: California Verbal Learning Test (CVLT; Delis et al. 1987).Working memory: two-back test of the Test of Attentional Performance (TAP; Zimmermann and Fimm 2002).Executive functioning: computerised version of the Tower of Hanoi (ToH; Gedika and Schöttke 2001) and Go/No-Go task of the TAP (Zimmermann and Fimm 2002).Sustained attention: computerised version of the Continuous Performance Test (CPT-OX; Rosvold et al. 1956).