Child/Parent Neurobehavioral Test Battery

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Multi-site Study 
Child/Parent Neurobehavioral Test Battery

Proprietary Neurobehavioral Test Information
The following test forms are not found in the ATSDR Multi-site Study Protocol (Number 7207). The data collection forms are copyrighted and may be reproduced only with written permission from the publishers. The SDQ allows paper versions of its forms to be reproduced and used provided ATSDR does not charge any fee to participants.

To review a copy of the test forms, write to the publishers at the addresses provided below:
			
Wechsler Abbreviated Scale of Intelligence – 2nd Edition (WASI - II)
Pearson Education, Inc. (Clinical Assessment Ordering Department, P.O. Box 599700, San Antonio, TX 78259)
Toll-free: 800-627-7271
A Developmental NEuroPSYchological Assessment – Second Edition (NEPSY-II)
Pearson Education, Inc. (Clinical Assessment Ordering Department, P.O. Box 599700, San Antonio, TX 78259)
Toll-free: 800-627-7271
Conners Kiddie Continuous Performance Test, 2nd Edition (Conners K-CPT 2)
Multi-Health Systems Inc. (P.O. Box 950, North Tonawanda, NY, 14120-0950)
Toll-free: 800-456-3003
Conners Continuous Performance Test 3rd Edition (CPT 3)
Multi-Health Systems Inc. (P.O. Box 950, North Tonawanda, NY, 14120-0950)
Toll-free: 800-456-3003
Strengths and Difficulties Questionnaire© (SDQ©)
Development and Well-Being Assessment (DAWBA). Feedback and enquiries welcome at [email protected]
The SDQ is part of the DAWBA family of mental health measures.
COPYRIGHT NOTICE: Please note that Strengths and Difficulties Questionnaires, whether in English or in translation, are copyright documents that are not in the public domain. As such, they may not be modified in any way (e.g. changing the wording of questions, adding questions or administering only subsets of questions). This is to ensure that the SDQ is fully comparable across studies and settings. Similarly, to ensure high quality and consistency, unauthorized translations are not permitted. Paper versions may be downloaded and subsequently photocopied without charge by individuals or non-profit organizations provided they are not making any charge to families. Users are not permitted to create or distribute electronic versions for any purpose without prior authorization from youthinmind. If you are interested in making translations or creating electronic versions you MUST first contact [email protected].
Behavior Rating Inventory of Executive Function® (BRIEF®)
Psychological Assessment Resources, Inc. (16204 North Florida Avenue, Lutz, FL  33549)
Toll-free 800-331-8378
Behavior Rating Inventory of Executive Function® – Preschool Version (BRIEF®-P)
Psychological Assessment Resources, Inc. (16204 North Florida Avenue, Lutz, FL  33549)
Toll-free 800-331-8378

Multi-site Study Neurobehavioral Test Battery for Children
Neurobehavioral Test
Domain
Age
Administration
Time to Administer
Wechsler Abbreviated Scale of Intelligence – 2nd Edition (WASI - II)
Two Subtest Form (FSIQ-2)
(Vocabulary and Matrix Reasoning)
6 – 17*
Child
15 minutes
A Developmental Neuropsychological Assessment – 2nd edition (NEPSY – II) subtests

* from Core Assessment










Comprehension of Instructions* (receptive language, trouble following multi-step commands)
4 – 16
Child
6 – 8 minutes

Speeded Naming* (expressive language, processing speed)
4 – 16
Child
2 – 7 minutes






Narrative Memory* (comprehension, verbal memory)
4 – 16
Child
6 – 11 minutes

Design Copying* (visuospatial processing)
4 – 16
Child
7 – 10 minutes

 Affect Recognition (social perception)
4 – 16
Child

5 – 7 minutes






Statue (inhibitory control)
4 – 6
Child
3 minutes

Word Generation (expressive language, executive control)
4 - 16
Child
4 – 6 minutes
Conners Kiddie Continuous Performance Test, 2nd Edition (Conners K-CPT 2)
Inattentiveness, Impulsivity, Sustained Attention, Vigilance
4-7
Child
8 minutes
Conners Continuous Performance Test 3rd edition (CPT 3)
Inattentiveness, Impulsivity, Sustained Attention, Vigilance
8-17
Child
14 minutes
Strengths and Difficulties Questionnaire© (SDQ©)
Double-sided form with impact supplement (behavioral problems)
4 – 17
Parent about Child
5 minutes
Behavior Rating Inventory of Executive Function® (BRIEF®)
Executive Function
6-17
Parent about Child
10 minutes
Behavior Rating Inventory of Executive Function® – Preschool Version (BRIEF®-P)
Executive Function - Preschool
4-5
Parent about Child
10 minutes


Neuropsychological Test Battery, Children aged 4-17 years
Age Range, years
Test
Domains
6-17 years
Wechsler Abbreviated Scale of Intelligence® - Second Edition (WASI® - II)
https://www.pearsonclinical.com/psychology/products/100000037/wechsler-abbreviated-scale-of-intelligence--second-edition-wasi-ii.html
Author: David Wechsler
Qualification Level: C
Age Range: Individuals 6:0–90:11
Completion Time: Two-subtest form (Vocabulary and Matrix Reasoning), 15 minutes
Scores/Interpretation: FSIQ–2 score: Estimate of general cognitive ability
Scoring Options: Manual scoring
Publication Date: 2011
4-16 years
A Developmental NEuroPSYchological Assessment – 2nd Edition (NEPSY-II)
https://www.pearsonclinical.com/psychology/products/100000584/nepsy-second-edition-nepsy-ii.html
https://images.pearsonclinical.com/images/Products/NEPSY-II/Clin_Chp_2.pdf

Author(s): Marit Korkman, Ursula Kirk, Sally Kemp
Qualification Code: CL1
Age Range: 3 years to 4 years; 5 years to 16 years
Administration: Core Assessment 45 minutes for preschool ages, 1 hour for school ages; Comprehensive Assessment - 90 minutes for preschool ages, 2-3 hours for school ages
Publication Year:
2007

This NEPSY-II battery covers Five of Six Domains
Executive Functioning/Attention, Language, Memory and Learning, Visuospatial Processing, Social Perception. Sensorimotor Functioning will not be tested.

ATTENTION AND EXECUTIVE FUNCTIONING
1) Statue (ST – 3-6 years). This subtest is designed to assess motor persistence and inhibition. The child is asked to maintain a body position with eyes closed during a 75-second period and to inhibit the impulse to respond to sound distracters.
LANGUAGE
1) Comprehension of Instructions (CI – 3-16 years). This subtest is designed to assess the ability to receive, process, and execute oral instructions of increasing syntactic complexity. For each item, the child points to appropriate stimuli in response to oral instructions.
2) Speeded Naming (SN – 3-16 years). This timed subtest is designed to assess rapid semantic access to and production of names of colors, shapes, sizes, letters, or numbers. The child is shown an array of colors and shapes; colors, shapes, and sizes; or letters and numbers. He or she names them in order as quickly as possible.
3) Word Generation (SN – 3-16 years). This subtest is designed to assess verbal productivity through the ability to generate words within specific semantic and initial letter categories. The child is given a semantic or initial letter category and asked to produce as many words as possible in 60 seconds. The test evaluates difficulty with expressive language, processing speed, executive control, initiation and ideation.
MEMORY AND LEARNING
1) Narrative Memory (NM – 3-16 years). This subtest is designed to assess memory for organized verbal material under free recall, cued recall, and recognition conditions. The child listens to a story and is then asked to repeat the story. The child is then asked questions to elicit missing details from his or her recall of the story.
VISUOPSPATIAL PROCESSING
1) Design Copying (DC – 3-16 years).  This subtest is designed to assess motor and visual-perceptual skills associated with the ability to copy two-dimensional geometric figures. The child copies figures displayed in the Response Booklet.
SOCIAL PERCEPTION
1) Affect Recognition (3 – 16 years). The child is asked to recognize affect (e.g., happy, sad, anger) from photographs of children’s faces in various tasks. The test evaluates difficulty with recognition and discrimination of facial affect.

4-7 years
Connors Kiddie Continuous Performance Test Second Edition™
(Conners K-CPT 2™)
https://www.mhs.com/MHS-Assessment?prodname=kcpt2

Overview
The Conners Kiddie Continuous Performance Test 2nd Edition™ (Conners K-CPT 2™) assesses attention deficits in children ages 4 to 7 years old. Based on the well-established Conners CPT paradigm, the Conners K–CPT 2 takes only half the time (7.5 minutes) to complete, making it more appropriate for younger children. Results from the measure can be used for clinical assessment, early identification, and educational classification. The assessment can be also be used to evaluate treatment effectiveness by administering the test before treatment and during treatment to monitor change.

Author(s): Keith Conners, Ph.D
Key Areas Measured:
    • Inattentiveness
    • Impulsivity
    • Sustained Attention
    • Vigilance


Age: 4 to 7
Administration Type: Self
Administration Time: 7.5 Minutes
Qualification Level: B Inattentiveness
    • Impulsivity
    • Sustained Attention
    • Vigilance


8-17 years
Connors Continuous Performance Test Third Edition™  (CPT 3™)
https://www.mhs.com/MHS-Assessment?prodname=cpt3

Overview
The Conners Continuous Performance Test Third Edition™ (Conners CPT 3™) measures attention-related problems in individuals aged eight years and older. By indexing the respondent’s performance in areas of inattentiveness, impulsivity, sustained attention, and vigilance, the Conners CPT 3 can aid in the assessment of Attention-Deficit/Hyperactive Disorder (ADHD) and other neurological conditions related to attention. The Conners CPT 3 provides objective information about an individual’s performance in attention tasks, complementing information obtained from rating scales such as the Conners 3®.

New Scores and Score Dimensions of Attention Measured:
        ◦ Inattentiveness
        ◦ Impulsivity
        ◦ Sustained Attention
        ◦ Vigilance
Key Areas Measured:
        ◦ Inattentiveness
        ◦ Impulsivity
        ◦ Sustained Attention
        ◦ Vigilance
Age: 8+
Administration Type: Self
Administration Time: 14 Minutes
Qualification Level: B
Parent (4-17 years)
Strengths and Difficulties Questionnaire (SDQ)
http://www.cebc4cw.org/assessment-tool/strengths-and-difficulties-questionnaire/

The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 3-16 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists. Each version includes between one and three of the following components: 25 items on psychological attributes. All versions of the SDQ ask about 25 attributes, some positive and others negative.  These 25 items are divided between 5 scales:
1) emotional symptoms (5 items)
2) conduct problems (5 items)
3) hyperactivity/inattention (5 items)
4) peer relationship problems (5 items)
5) prosocial behaviour (5 items)

[1) to 4) added together generate a total difficulties score (based on 20 items)]

A two-sided version of the SDQ has the 25 items on strengths and difficulties on the front of the page and an impact supplement on the back. These extended versions of the SDQ ask whether the respondent thinks the young person has a problem, and if so, enquire further about chronicity, distress, social impairment, and burden to others.  This provides useful additional information for clinicians and researchers with an interest in psychiatric caseness and the determinants of service use (Goodman, 1999).

Target Population: Children between the ages of 2 to 17
Time to Administer: One sided version with 25 items, administration time approximately 5 minutes
Completed By: Parents and teachers

NOTE: As of June 2014 the authors have relabelled all SDQ questionnaires to be consistent in giving '4-17 years' as the age range of the standard SDQ (e.g. 4-17 years not 4-16 years) and giving '2-4 years' as the age range of the early-years SDQ (i.e. 2-4 years not 3/4 years). The content of the SDQs themselves is unchanged. They have relabelled the SDQs following evidence that the SDQ has good psychometric properties in 2-year-olds, and that the performance of the SDQ in 17-year-olds is similar to that in 15- and 16-year olds.
Parent (4-5 years)
Behavior Rating Inventory of Executive Function® – Preschool Version (BRIEF®-P)
https://www.parinc.com/Products/Pkey/26

BRIEF®-P
Behavior Rating Inventory of Executive Function®—Preschool Version
Gerard A. Gioia, PhD, Kimberly Andrews Espy, PhD, and Peter K. Isquith, PhD
Purpose: Assesses executive functioning in preschool-aged children
Format: Paper and pencil, Online administration and scoring via PARiConnect, Software
Age range: 2 years to 5 years, 11 months
Time: Approximately 10-15 minutes to administer; 15-20 minutes to score
Qualification level: B

The BRIEF-P is the first standardized rating scale designed to specifically measure the range of executive function in preschool-aged children.
Features and benefits
    • Measures multiple aspects of executive functioning; scales include Inhibit, Shift, Emotional Control, Working Memory, and Plan/Organize.
    • Useful in assessing preschool-aged children with such medical, acquired neurological, and developmental conditions as prematurity, emerging learning disabilities and attention disorders, language disorders, traumatic brain injuries, lead exposure, and pervasive developmental disorders/autism.
Test structure
    • A single Rating Form allows parents, teachers, and day care providers to rate a child’s executive functions within the context of his or her everyday environments—home and preschool.
    • Three broad indexes (Inhibitory Self-Control, Flexibility, and Emergent Metacognition), one composite score, and two validity scales (Inconsistency and Negativity) are provided.
Technical information
    • Normative data are based on child ratings from 460 parents and 302 teachers from urban, suburban, and rural areas, reflecting 1999 U.S. Census estimates for race/ethnicity, gender, socioeconomic status, and age.
    • Clinical samples included children with ADHD, prematurity, language disorders, and autism spectrum disorders, as well as a mixed clinical group.
    • Demonstrates high internal consistency reliability (.80-.95 for the parent sample and .90-.97 for the teacher sample) and moderate test-retest reliability (.78-.90 for the parent sample and .64-.94 for the teacher sample).
    • Demonstrates convergent and discriminant validity with other measures of inattention, hyperactivity-impulsivity, depression, atypicality, anxiety, and somatic complaints.
Parent (6-17 years)
Behavior Rating Inventory of Executive Function® (BRIEF®)
https://www.parinc.com/Products/Pkey/23

BRIEF®
Behavior Rating Inventory of Executive Function®
Gerard A. Gioia, PhD, Peter K. Isquith, PhD, Steven C. Guy, PhD, and Lauren Kenworthy, PhD
Purpose: Assesses impairment of executive function
Format: Paper and pencil, Online administration and scoring via PARiConnect
Age range: 5 years to 18 years
Time: 10-15 minutes to administer; 15-20 minutes to score
Qualification level: B

Assess executive function behaviors in the school and home environments with the BRIEF, a questionnaire developed for parents and teachers of school-age children. Designed to assess the abilities of a broad range of children and adolescents, the BRIEF is useful when working with children who have learning disabilities and attention disorders, traumatic brain injuries, lead exposure, pervasive developmental disorders, depression, and other developmental, neurological, psychiatric, and medical conditions.
Features and benefits
    • Provides multiple perspectives. The Parent and Teacher Forms of the BRIEF each contain 86 items that measure different aspects of executive function.
    • Specific normative data based on age and gender. Separate normative tables for parent and teacher forms provide T scores, percentiles, and 90% confidence intervals for four developmental age groups by gender of the child.
    • Nonoverlapping scales. Theoretically and statistically derived scales measure different aspects of a child or adolescent’s behavior, such as his or her ability to control impulses, move freely from one situation to the next, modulate responses, anticipate future events, and keep track of the effect of his or her behavior on others.
Test structure
    • Eight clinical scales (Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor) and two validity scales (Inconsistency and Negativity) give the clinician a well-rounded picture of the behavior of the child or adolescent being rated.
    • The clinical scales form two broader Indexes (Behavioral Regulation and Metacognition) and an overall score, the Global Executive Composite.
    • The Working Memory and Inhibit scales differentiate among ADHD subtypes.
Technical information
    • Normative data are based on child ratings from 1,419 parents and 720 teachers from rural, suburban, and urban areas.
    • The clinical sample included children with developmental disorders or acquired neurological disorders (e.g., reading disorder, ADHD subtypes, traumatic brain injury, Tourette’s disorder, mental retardation, localized brain lesions, high functioning autism).
    • High internal consistency (αs = .80-.98) and test-retest reliability (rs = .82 for parents, .88 for teachers) were found.