Repeated Assessment of Cognition in Children and the Measurement of Performance Change

Catherine M. Mollica · Paul T. Maruff · Alex Collie · Alasdair L. A. Vance

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Psychological Testing and Assessment Cognitive Abilities and Testing Developmental and Educational Neuropsychology

Abstract

There is limited understanding of the problems associated with repeated neuropsychological assessment in children, including the statistics used to guide decisions about cognitive change. This study investigated the utility of a computerized assessment battery that was specifically designed for the repeated assessment of cognitive function in children. Eighty-seven participants aged 8 to 12 years completed the battery four times within a 2-hour testing session. The results support the application of this assessment battery for measuring cognitive change in children. A novel method for calculating measurement error is employed, and its use in the detection of cognitive change in individual children is discussed. An estimate of the measurement error within each of the tests is provided, and recommendations are made regarding the application of this assessment battery for measuring cognitive change in children.

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References

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