CALM Tests and Questionnaires 2017

CALM Tests and Questionnaires 2017

CALM Tests and Questionnaires 2017

Parent/Carer report Questionnaires

Conners 3- Parent Short

Behaviour questionnaire, designed to assess ADHD, subscores of inattention, hyperactivity/impulsivity, learning problems, executive functioning, aggression, peer relations.

(Conners, 2008), 6 to 18 years, Multi Health Systems

Strengths and Difficulties Questionnaire

Behaviour questionnaire, subscores of emotional symptoms, conduct problems, hyperactivity/impulsivity, peer relations, prosocial behaviour

(Goodman, 1997), 3 to 16 years, Freely available:

Behaviour Rating Inventory of Executive Function

Behaviour questionnaire, designed to assess executive functioning in the home and school environments. Subscales: inhibitory control, shifting, emotional control, initiation, working memory, planning/organising, organisation of materials, monitoring

(Gioia, Isquith, Guy & Kenworthy, 2000), 5 to 18 years, Hogrefe

Children’s Communication Checklist-2

Behaviour questionnaire, designed to assess communication strengths and difficulties. Subscores: speech, syntax, semantics, coherence, inappropriate initiation, stereotyped language, use of context, nonverbal communication, social, interests, general communication composite.

(Bishop, 2003), 4 to 16 years, Pearson

Revised Children’s Anxiety and Depression Scale-Parent

Behaviour questionnaire, subscores: separation anxiety disorder, social phobia, generalized anxiety disorder, panic disorder, obsessive compulsive disorder, major depressive disorder.

(Chorpita, Yim, Umemoto & Francis, 2000), 8 to 18 years, Freely available:

Child self-report Questionnaire

Revised Children’s Anxiety and Depression Scale-Child Short Version

Self-report questionnaire, subscores: depression, anxiety, total anxiety & depression.

(Chorpita, Yim, Umemoto & Francis, 2000), 8 to 18 years, Freely available:

Cognitive Tests

Measure / Test Name / Reference / Age norms / Publisher / Description
Matrix reasoning / Wechsler Abbreviated Scale of Intelligence II / Wechsler, 2011 / 6 to 90 / Pearson / Children are shown incomplete matrices and asked which item from a choice of four completes the matrix.
Reading / Word Reading, Wechsler Individual Achievement Test II (WIAT) / Wechsler, 2006 / 4 to 16 / Pearson / Children read aloud single words as quickly as possible.
Spelling / Spelling, Wechsler Individual Achievement Test II (WIAT) / Wechsler, 2006 / 4 to 16 / Pearson / Children spell individual words of increasing complexity. Items assess early spelling concepts such as sound to letter correspondence for vowels, consonants and consonant blends.
Maths / Numerical Operations, Wechsler Individual Achievement Test II (WIAT) / Wechsler, 2006 / 4 to 16 / Pearson / Children answer mathematical problems of increasing complexity.
Vocabulary / Peabody Picture Vocabulary Test (PPVT) / Dunn & Dunn, 2009 / 2 to 80 / Pearson / Children are shown four pictures and are asked to point to the picture that matches a word that is read aloud.
Naming Speed / Naming Speed, Phonological Assessment Battery (PhAB) / Frederickson, et al., 1997 / 6 to 14 / GL Assessment / Children are shown pictures of objects and asked to name them as quickly as possible.
Alliteration / Alliteration, Phonological Assessment Battery (PhAB) / Frederickson, et al., 1997 / 6 to 11 / GL Assessment / Children hear three single syllable words and identify which two words start with the same sound.
Picture Supplemented Alliteration, Phonological Assessment Battery (PhAB) / Frederickson, et al., 1997 / 6 to 11 / GL Assessment / Children hear three single syllable words and identify which two words start with the same sound. In this supplement, children are shown pictures to accompany the words.
Verbal short term memory / Digit recall, Automated Working Memory Assessment (AWMA) / Alloway, 2007 / 4 to 22 / Pearson / Children hear a list of numbers and repeat them in the same order.
Visual short term memory / Dot matrix, Automated Working Memory Assessment (AWMA) / Alloway, 2007 / 4 to 22 / Pearson / Children are shown a pattern of dots that appear one at a time in a grid and are asked to remember locations of the dots in the order in which they were presented.
Verbal working memory / Backward digit recall, Automated Working Memory Assessment (AWMA) / Alloway, 2007 / 4 to 22 / Pearson / Children hear a list of numbers and repeat them in reverse order.
Visual working memory / Mr X, Automated Working Memory Assessment (AWMA) / Alloway, 2007 / 4 to 22 / Pearson / Children see two cartoon characters, each holding a ball. The character on the right is rotated to one of six possible compass points. Children have to determine whether the characters are holding the ball in the same hand as one another. At the same time, they have to remember the locations of the balls held by the character on the right.
Short term memory / Children’s Test of Nonword Repetition (CNRep) / Gathercole et al. 1994 / 4 to 8 / Pearson / Children listen to and repeat nonsense words of varying syllable lengths.
Episodic memory / Children’s Memory Scale (CMS) / Cohen, 1997 / 5 to 16 / Pearson / Children are asked to verbally recall two stories in as much detail as possible both immediately after story-telling and again following a short delay.
Attention switching / Red, Blues, Bags and Shoes, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 8 to 15 / Pearson / Children sort four repeating stimuli according to colour (red or blue) and whether they are held in the hand or worn on the foot (bags or shoes). During the task the rule for sorting changes.
Sustained attention / Vigil, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 8 to 15 / Pearson / Children count the number of target noises over varying periods of time.
Barking, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 5 to 7 / Pearson / Children count the number of target noises over varying periods of time.
Attention based reaction time / Simple Reaction Time, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 5 to 15 / Pearson / Children to respond as quickly and accurately as possible to the onset of a visual target.
Visual selective attention / Hector Cancellation, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 8 to 15 / Pearson / Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible.
Balloons Hunt, Test of Everyday Attention for Children 2 (TEACH-2) / Manly et al. 2016 / 5 to 7 / Pearson / Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible.
Planning / Tower Test, Delis Kaplan Executive Function System (DKEFS) / Delis, Kaplan, & Kramer, 2001 / 8 to 89 / Pearson / Children move 5 disks of different sizes arranged on three pegs from a start position to an end state in the fewest moves possible and as quickly as possible. They are only allowed to move one disk at a time without placing any disk on a smaller disk.
Set switching / Trail making, Delis Kaplan Executive Function System (DKEFS) / Delis, Kaplan, & Kramer, 2001 / 8 to 89 / Pearson / The higher-level executive function condition, Number-Letter Sequencing, requires children to connect letters and numbers in a progressive increasing alternating sequence (A-1-B-2-C-3, etc.). Other baseline conditions within this test, Number Sequencing and Letter Sequencing, measure the component processes involved in Number- Letter Sequencing (i.e. connecting either numbers or letters).