Measures and References: Attention

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Conners Continuous Performance Test (CCPT 3) (Conners, 2014): A computerized task (including an [auditory format][3]) for ages 6+ measuring Attention, requiring participants to press a key after each letter presented, unless the presented letter is an "X". Response time and accuracy are used to assess components of Attention.

References

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Barhorst-Cates, E. M., Rand, K. M., & Creem-Regehr, S. H. (2017). Let me be your guide: Physical guidance improves spatial learning for older adults with simulated low vision. Experimental Brain Research, 235(11), 3307-3317.

Buchholz, J., & Davies, A. A. (2005). Adults with dyslexia demonstrate space-based and object-based covert attention deficits: Shifting attention to the periphery and shifting attention between objects in the left visual field. Brain and Cognition, 57(1), 30-34.

Conners, C. K. (2014). Conners Continuous Performance Test (Conners CPT 3) & Conners Continuous Auditory Test of Attention (Conners CATA): Technical Manual. Multi-Health Systems.

Cowan, N., Nugent, L. D., Elliott, E. M., Ponomarev, I., & Saults, J. S. (1999). The role of attention in the development of short‐term memory: Age differences in the verbal span of apprehension. Child Development, 70(5), 1082-1097.

Desimone, R., & Duncan, J. (1995). Neural mechanisms of selective visual attention. Annual Review of Neuroscience, 18(1), 193-222.

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