Using Factor Patterns to Augment the Interpretation of Continuous Performance Tests in a Child Population
Abstract
This paper focuses on one neuropsychological test commonly used in the assessment of attention, the Continuous Performance Test (CPT). On the CPT task (Rosvold, et al., 1956) the subject is required to attend for a period of time and respond to target stimuli. Letters or numbers flash briefly on the screen and the subject is required to press a button every time the target stimulus appears. Since the introduction of the CPT in the 1950s the test has become an important measure used in both research and assessment. This study focuses on one version of the CPT, the Conners (CCPT), (Conners, 1992; 1995; 2004), which is a CPT paradigm that is commercially available and frequently used in neuropsychological assessment. The CCPT shows acceptable reliability (Conners, 2004; Hommack & Riccio, 2006). Validity studies however have been mixed; some have shown that ADHD groups do demonstrate poorer performance in comparison to controls (Conners, 1995, 2004), while other studies show little overlap between the CCPT and other measures of attention (Weis & Totten, 2004; McGee, Clark & Symons, 2000). However, it is suggested that parameters of the CCPT, which require a high number of responses, may be a better measure of sustained attention in comparison to other CPT tasks that require less total responses and may better measure vigilance (Egeland & Kovalik-Gran, 2010a). Recent research with adults suggests that a factor analytic model of attention based on the scores reported for the CPT can better aid in differential diagnosis (Egeland 2010b; Egeland 2007; Egeland 2003) , although this line of research has yet to be implemented with a child sample. Thus, this paper aims to investigate the factor structure of the CCPT in a clinical child population. Furthermore, the present study aims to investigate the correlates of those factor analytically derived scores with parent and therapist ratings of attention, depression, and psychotic symptom and to see what combination of factor scores best discriminates those with high ratings on ADHD symptoms from those who do not show these ratings, but show signs of dysfunctional behavior in other areas.
Subject Area
Clinical psychology
Recommended Citation
Zuckerman, Sara, "Using Factor Patterns to Augment the Interpretation of Continuous Performance Tests in a Child Population" (2016). ETD Collection for Pace University. AAI10105601.
https://digitalcommons.pace.edu/dissertations/AAI10105601
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