Return to References: 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 aged five to 18.
Adolphus, K., Lawton, C. L., & Dye, L. (2013). The effects of breakfast on behavior and academic performance in children and adolescents. Frontiers in Human Neuroscience, 7, 425.
Ahmed, M. A., Khaled, A., Mohammad, T. A., Mansour, D. F., & Ezz-Eldine, M. Y. (2014). Learning Disabilities in Different Types of Attention Deficit Hyperactivity Disorders and its Relation to Cortical and Brainstem Function. Journal of Neurology Research, 4(1), 22-30.
Astle, D. E., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences?. Neuropsychologia, 49(6), 1435-1445.
Awh, E., Vogel, E. K., & Oh, S. H. (2006). Interactions between attention and working memory. Neuroscience, 139(1), 201-208.
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.
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.
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., & Senman, L. (2004). Executive processes in appearance–reality tasks: The role of inhibition of attention and symbolic representation. Child Development, 75(2), 562-579.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
Bick, J., & Nelson, C. A. (2016). Early adverse experiences and the developing brain. Neuropsychopharmacology, 41(1), 177-196.
Bjorklund D. F. & Causey K. B. (2017). Children's thinking: cognitive development and individual differences (Sixth). SAGE Publications.
Brewer, S. L., Meckley-Brewer, H., & Stinson, P. M. (2017). Fearful and distracted in school: Predicting bullying among youths. Children & Schools, 39(4), 219-226.
Claussen, A. H., Holbrook, J. R., Hutchins, H. J., Robinson, L. R., Bloomfield, J., Meng, L., ... & Kaminski, J. W. (2022). All in the family? A systematic review and meta-analysis of parenting and family environment as risk factors for attention-deficit/hyperactivity disorder (ADHD) in children. Prevention Science, 1-23.
Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers' exploratory play. Cognition, 120(3), 341-349.
De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501-507.
DeRonda, A., Zhao, Y., Seymour, K. E., Mostofsky, S. H., & Rosch, K. S. (2021). Distinct patterns of impaired cognitive control among boys and girls with ADHD across development. Research on Child and Adolescent Psychopathology, 49, 835-848.
Facoetti, A., Paganoni, P., Turatto, M., Marzola, V., & Mascetti, G. G. (2000). Visual-spatial attention in developmental dyslexia. Cortex, 36(1), 109-123.
Fallone, G., Acebo, C., Arnedt, J. T., Seifer, R., & Carskadon, M. A. (2001). Effects of acute sleep restriction on behavior, sustained attention, and response inhibition in children. Perceptual and Motor Skills, 93(1), 213-229.
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2), 288-307.
Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1-15.
Foy, J. G., & Mann, V. A. (2013). Bilingual children show advantages in nonverbal auditory executive function task. International Journal of Bilingualism, 18(6), 717-729.
Franke, B., Michelini, G., Asherson, P., Banaschewski, T., Bilbow, A., Buitelaar, J. K., ... & Reif, A. (2018). Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan. European Neuropsychopharmacology, 28(10), 1059-1088.
Gallen, C. L., Schaerlaeken, S., Younger, J. W., Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports, 13(1), 2673.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function: BRIEF. Odessa, FL: Psychological Assessment Resources.
Gonzalez-Carpio, G., Serrano, J. P., & Nieto, M. (2017). Creativity in children with attention déficit hyperactivity disorder (ADHD). Psychology, 8(03), 319.
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.
Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157
Howie, E. K., Beets, M. W., & Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: a dose–response. Mental Health and Physical Activity, 7(2), 65-71.
Ingwersen, J., Defeyter, M. A., Kennedy, D. O., Wesnes, K. A., & Scholey, A. B. (2007). A low glycaemic index breakfast cereal preferentially prevents children's cognitive performance from declining throughout the morning. Appetite, 49(1), 240-244.
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.
Kim‐Spoon, J., Holmes, C., & Deater‐Deckard, K. (2015). Attention regulates anger and fear to predict changes in adolescent risk‐taking behaviors. Journal of Child Psychology and Psychiatry, 56(7), 756-765.
Kofler, M. J., Singh, L. J., Soto, E. F., Chan, E. S. M., Miller, C. E., Harmon, S. L., & Spiegel, J. A. (2020). Working memory and short-term memory deficits in ADHD: A bifactor modeling approach. Neuropsychology, 34(6), 686–698.
Li, J., Wang, W., Cheng, J., Li, H., Feng, L., Ren, Y., ... & Wang, Y. (2022). Relationships between sensory integration and the core symptoms of attention-deficit/hyperactivity disorder: the mediating effect of executive function. European Child & Adolescent Psychiatry, 1-12.
Markant, J., & Amso, D. (2022). Context and attention control determine whether attending to competing information helps or hinders learning in school‐aged children. Wiley Interdisciplinary Reviews: Cognitive Science, 13(1), e1577.
Morsink, S., Sonuga-Barke, E., Mies, G., Glorie, N., Lemiere, J., Van der Oord, S., & Danckaerts, M. (2017). What motivates individuals with ADHD? A qualitative analysis from the adolescent's point of view. European Child & Adolescent Psychiatry, 26, 923-932.
Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10(6), 719-726.
Oberauer, K. (2019). Working memory and attention–A conceptual analysis and review. Journal of Cognition, 2(1).
Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology, 40(5), 715-725.
Phelps, J., Attaheri, A., & Bozic, M. (2022). How bilingualism modulates selective attention in children. Scientific Reports, 12(1), 6381.
Polderman, T. J., Boomsma, D. I., Bartels, M., Verhulst, F. C., & Huizink, A. C. (2010). A systematic review of prospective studies on attention problems and academic achievement. Acta Psychiatrica Scandinavica, 122(4), 271-284.
Poletti, M., Rucci, M., & Carrasco, M. (2017). Selective attention within the foveola. Nature Neuroscience, 20(10), 1413-1417.
Posner, M. I., & Rothbart, M. K. (2014). Attention to learning of school subjects. Trends in Neuroscience and Education, 3(1), 14-17.
Reck, S. G., & Hund, A. M. (2011). Sustained attention and age predict inhibitory control during early childhood. Journal of Experimental Child Psychology, 108(3), 504-512.
Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: replication and extension using a nationwide Canadian survey. Developmental Psychology, 46(5), 995.
Sadeh, A., Dan, O., & Bar-Haim, Y. (2011). Online assessment of sustained attention following sleep restriction. Sleep Medicine, 12(3), 257-261.
Scheffler, R. M., Brown, T. T., Fulton, B. D., Hinshaw, S. P., Levine, P., & Stone, S. (2009). Positive association between attention-deficit/hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics, 123(5), 1273-1279.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Developmental Cognitive Neuroscience, 24, 42-50.
Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045.
Schweizer, S., Gotlib, I. H., & Blakemore, S. J. (2020). The role of affective control in emotion regulation during adolescence. Emotion, 20(1), 80.
Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J. P., Greenstein, D. E. E. A., ... & Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Sciences, 104(49), 19649-19654.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (7-11).
Van den Driessche, C., Chevrier, F., Cleeremans, A., & Sackur, J. (2019). Lower attentional skills predict increased exploratory foraging patterns. Scientific Reports, 9(1), 10948.
van Dijk, M., Blom, E., Kroesbergen, E. H., & Leseman, P. P. (2020). The influence of situational cues on children's creativity in an alternative uses task and the moderating effect of selective attention. Journal of Intelligence, 8(4), 37.
Verschelden, C., & Pasquerella, L. (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization. Routledge.
Wadlinger, H. A., & Isaacowitz, D. M. (2010). Fixing our focus: Training attention to regulate emotion. Personality and Social Psychology Review, 15(1), 75-102.
Wetzel, N. (2014). Development of control of attention from different perspectives. Frontiers in Psychology, 5, 1000.
Yuill, N., Hinske, S., Williams, S. E., & Leith, G. (2014). How getting noticed helps getting on: successful attention capture doubles children's cooperative play. Frontiers in Psychology, 5, 418.