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.

Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al, 2000): Parent and teacher questionnaire to assess executive function, including Attention, in students five to 18 years old

References

Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30(5), 588-606.

Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.

Berninger, V. W. (2001). PAL: Process Assessment of the Learner, test battery for reading and writing. San Antonio, TX: Psychological Corporation.

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.

Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67-73.

D'angiulli, A., Herdman, A., Stapells, D., & Hertzman, C. (2008). Children's event-related potentials of auditory selective attention vary with their socioeconomic status. Neuropsychology, 22(3), 293-300.

Delis, D., Kaplan, E., & Kramer, J. (2003). Delis-Kaplan Executive Function System. San Antonio, TX: Psychological Corporation.

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

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function: BRIEF. Odessa, FL: Psychological Assessment Resources.

Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455-469.

Kaplan, S., & Berman, M. G. (2010). Directed attention as a common resource for executive functioning and self-regulation. Perspectives on Psychological Science, 5(1), 43-57.

Kendeou, P., Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10-16.

McVay, J. C., & Kane, M. J. (2012). Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. Journal of Experimental Psychology: General, 141(2), 302.

Posner, M. I., & Rothbart, M. K. (1998). Attention, self-regulation and consciousness. Philosophical Transactions of the Royal Society B: Biological Sciences, 353(1377), 1915-1927.

Sadeh, A., Gruber, R., & Raviv, A. (2002). Sleep, neurobehavioral functioning, and behavior problems in school‐age children. Child Development, 73(2), 405-417.

Shinn-Cunningham, B. G. (2008). Object-based auditory and visual attention. Trends in Cognitive Sciences, 12(5), 182-186.

Stevens, C., Harn, B., Chard, D. J., Currin, J., Parisi, D., & Neville, H. (2013). Examining the role of attention and instruction in at-risk kindergarteners: Electrophysiological measures of selective auditory attention before and after an early literacy intervention. Journal of Learning Disabilities, 46(1), 73-86.

Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., ... & Wigal, T. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: History of the SNAP and the SWAN rating scales. The International Journal of Educational and Psychological Assessment, 10(1), 51-70.

Van der Niet, A. G., Hartman, E., Smith, J., & Visscher, C. (2014). Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children. Psychology of Sport and Exercise, 15(4), 319-325.

Wechsler D. (2001). Wechsler Individual Achievement Tests (WIAT-II) (2nd ed.). San Antonio, TX: The Psychological Corporation.

Wolf, M., & Denckla, M. (2005). RAN/RAS Rapid Automatized Naming and Rapid Alternating Stimulus Tests. Austin, TX: PRO-ED.