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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.
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.
Baumgartner, S. E., Van Der Schuur, W. A., Lemmens, J. S., & Te Poel, F. (2018). The relationship between media multitasking and attention problems in adolescents: Results of two longitudinal studies. Human Communication Research, 44(1), 3-30.
Budde, H., Voelcker-Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P., & Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441(2), 219-223.
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.
Desimone, R., & Duncan, J. (1995). Neural mechanisms of selective visual attention. Annual Review of Neuroscience, 18(1), 193-222.
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.
Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233-246.
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.
Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8(2311), 1-18.
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.
Sarver, D. E., Rapport, M. D., Ko, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012). Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement. Learning and Individual Differences, 22, 8-19.
Shinn-Cunningham, B. G. (2008). Object-based auditory and visual attention. Trends in Cognitive Sciences, 12(5), 182-186.
Sterr, A. M. (2004). Attention performance in young adults with learning disabilities. Learning and Individual Differences, 14(2), 125-133.
Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations : A cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 2, S30-S48.
Uncapher, M. R., & Wagner, A. D. (2018). Minds and brains of media multitaskers: Current findings and future directions. Proceedings of the National Academy of Sciences of the United States of America, 115(40), 9889-9896.
Wengaard, E., Kristoffersen, M., Harris, A., & Gundersen, H. (2017). Cardiorespiratory fitness Is associated with selective attention in healthy male high-school students. Frontiers in Human Neuroscience, 11(330), 1-8.
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