Return to Attention factor page.
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.
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.
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.
Beebe, D. W., Field, J., Milller, M. M., Miller, L. E., & LeBlond, E. (2017). Impact of multi-night experimentally induced short sleep on adolescent performance in a simulated classroom. Sleep, 40(2), 1-8.
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.
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.
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.
Hyde, M., Zevenbergen, R., & Power, D. (2003). Deaf and hard of hearing students' performance on arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.
Hecht S., Close L., & Santisi, M. (2003). Sources of individual differences in fraction skills. Journal of Experimental Child Psychology, (86), 277-302
Immordino-Yang, M. H. (2016). Emotion, sociality, and the brain's default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211-219.
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.
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.
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.
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.
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.
Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501.
Generating summary page