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

Anobile, G., Pisa, U., & Stievano, P. (2013). Visual sustained attention and numerosity sensitivity correlate with math achievement in children. Journal of Experimental Child Psychology, 116, 380-391.

Checa, P., & Rueda, M. R. (2011). Behavioral and brain measures of executive attention and school competence in late childhood. Developmental Neuropsychology, 36(8), 1018-1032.

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

Dulaney, A., Vasilyeva, M., & O'Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, 55-63.

Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., … Fletcher, J. M. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98(1), 29-43.

Geary, D. C., Hoard, M. K., & Nugent, L. (2012). Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems. Journal of Experimental Child Psychology, 113(1), 49-65.

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

Hecht S., Close L., & Santisi, M. (2003). Sources of individual differences in fraction skills. Journal of Experimental Child Psychology, (86), 277-302

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.

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.

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

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.

Seethaler, P. M., & Fuchs, L. S. (2006). The cognitive correlates of computational estimation skill among third-grade students. Learning Disabilities Research and Practice, 21(4), 233-243.

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

Steele, A., Karmiloff-Smith, A., & Cornish, K. (2012). The multiple subfunctions of attention: Differential developmental gateways to literacy and numeracy. Child Development, 83(6), 2028-2041.

Stevens, C., & Bavelier, D. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 2, S30-S48.

Stevens, C., Lauinger, B., & Neville, H. (2009). Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event-related brain potential study. Developmental Science, 12(4), 634-646.

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.

Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501.