Verbal Backward digit recall, Alloway, 4 to 22 Pearson Children hear a list of numbers and repeat them in reverse working Automated Working 2007 order. memory Memory Assessment (AWMA) Mr X, Automated Alloway, 4 to 22 Pearson Visual working Children see two cartoon characters, each holding a ball. memory Working Memory 2007 The character on the right is Assessment (AWMA) rotated to one of six possible compass points. Children have to determine whether the characters are holding the ball in the same hand as one another. At the same time, they have to remember the locations of the balls held by the character on the right. Children’s Test of Gathercole 4 to 8 Pearson Short term Children listen to and repeat nonsense words of varying memory Nonword Repetition et al. 1994 syllable lengths. (CNRep) Episodic Children’s Memory Cohen, 1997 5 to 16 Pearson Children are asked to verbally recall two stories in as much memory Scale (CMS) detail as possible both immediately after story-telling and again following a short delay. Attention Red, Blues, Bags and Manly et al. 8 to 15 Pearson Children sort four repeating stimuli according to colour (red switching Shoes, Test of 2016 or blue) and whether they are Everyday Attention held in the hand or worn on the for Children 2 foot (bags or shoes). During the (TEACH-2) task the rule for sorting changes. Sustained Vigil, Test of Manly et al. 8 to 15 Pearson Children count the number of target noises over varying attention Everyday Attention 2016 periods of time. for Children 2 (TEACH-2) Barking, Test of Manly et al. 5 to 7 Pearson Children count the number of target noises over varying Everyday Attention 2016 periods of time. for Children 2 (TEACH-2) Attention Simple Reaction Manly et al. 5 to 15 Pearson Children to respond as quickly and accurately as possible to based Time, Test of 2016 the onset of a visual target. reaction time Everyday Attention for Children 2 (TEACH-2) Visual Hector Cancellation, Manly et al. 8 to 15 Pearson Children cancel out target items in different scenes with varying selective Test of Everyday 2016 numbers of distractors as attention Attention for quickly and accurately as Children 2 (TEACH-2) possible. Balloons Hunt, Test Manly et al. 5 to 7 Pearson Children cancel out target items in different scenes with varying of Everyday 2016 numbers of distractors as Attention for quickly and accurately as Children 2 (TEACH-2) possible.
Verbal working memory Backward digit recall, Automated Working Memory Assessment (AWMA) Alloway, 2007 4 to 22 Pearson Children hear a list of numbers and repeat them in reverse order. Visual working memory Mr X, Automated Working Memory Assessment (AWMA) Alloway, 2007 4 to 22 Pearson Children see two cartoon characters, each holding a ball. The character on the right is rotated to one of six possible compass points. Children have to determine whether the characters are holding the ball in the same hand as one another. At the same time, they have to remember the locations of the balls held by the character on the right. Short term memory Children’s Test of Nonword Repetition (CNRep) Gathercole et al. 1994 4 to 8 Pearson Children listen to and repeat nonsense words of varying syllable lengths. Episodic memory Children’s Memory Scale (CMS) Cohen, 1997 5 to 16 Pearson Children are asked to verbally recall two stories in as much detail as possible both immediately after story-telling and again following a short delay. Attention switching Red, Blues, Bags and Shoes, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children sort four repeating stimuli according to colour (red or blue) and whether they are held in the hand or worn on the foot (bags or shoes). During the task the rule for sorting changes. Sustained attention Vigil, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children count the number of target noises over varying periods of time. Barking, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 7 Pearson Children count the number of target noises over varying periods of time. Attention based reaction time Simple Reaction Time, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 15 Pearson Children to respond as quickly and accurately as possible to the onset of a visual target. Visual selective attention Hector Cancellation, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible. Balloons Hunt, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 7 Pearson Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible.
CALM-tests-and-questionnaires-list-1.docx