Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (3): 77-82.

Previous Articles     Next Articles

A Research on the Application of D-N: Cognitive Assessment System In the Cognitive Evaluation of the AD/HD Children

DENG Ci-ping1, FU Li-ping2, LI Qi-wei1, Jagannath P. Das3   

  1. 1. School of Psychology and Cognitive Science, East China Normal University, China;
    2. School of Educational Science, Guizhou Normal University, China;
    3. University of Alberta, Edmonton, Canada
  • Online:2009-07-15 Published:2009-07-15

PDF (PC)

Abstract: In the study, two groups of children were recruited as Participants.The clinical group consisted of 18 children with ADPHD from Shanghai Mental Health Center, and the other group included 18 normal children selected from a primary school, who matched those children with ADPHD one-by-one by age, gender, and score on Raven.s Progressive Matrices.Two groups of children's scores on Das-Naglieri:Cognitive Assessment System(CAS), developed on the PASS model, were collected and analyzed.The results showed that two groups of children scored dif erently on Attention Scale and Planning Scale of CAS, and children with ADPHD got lower scores at these two scales than that of normal children. However, two groups of children showed no difference in their performance in Simultaneous Processing Scale and Successive Processing Scale.A further analysis also showed that ADPHD children's scores on the Attention Scale and Planning Scale predicted well their performance of inattention assessed according to DSM-IV criteria.Thus, the findings suggested that, if used properly, CAS would be helpful for assessing and diagnosing ADPHD children.

Key words: ADPHD, PASS theory, D-N:cognitive assessment system(CAS), attention, planning

CLC Number: 

  • B844.1
[1] Barkley R A.Attention-deficit Hyperactivity Disorder:A dbook for Diagnosis and Treatment(2nd ed.).New York:Guilford Press, 1998.
[2] Douglas V I.Cognitive control processes in att ention-deficitP hyperactivity disorder.In H.C.Quay&A.Hargan(Eds.), Handbook of disruptive behavior disorders.New York:Plenum, 1999:105-138.
[3] Nigg J T.Is ADPHD an inhibitory disorder?Psychological Bulletin, 2001, 125:571-5961
[4] Sergeant J A.The cognitive-energetic model:an empirical approach t o Attention-Deficit Hyperactivity Disorder.Neuroscience and Biobehavioral Reviews, 2000, 24:7-12.
[5] Gordon M, Barkley R A.Tests and observational measures.In R. A.Barkley(Ed.), Att ention deficit hyperactivity disorder:A handbook for diagnosis and treatment(2nd ed).New York:Guilford Press, 1998, 294-311.
[6] Naglieri J A, Goldstein S, Iseman J S, et al.Performance of children with attention deficit hyperactivity disorder and anxietyPdepression on the WISC2Ⅲ and Cognitive Assessment System(CAS).Journal of Psychoeducational Assessment, 2003, 21:32-42.
[7] Naglieri J A, Salter C J, Edwards G H.Assessment of children with att ention and reading difficulties using t he PASS theory and cognitive assessment system.Journal of Psychoeducational Assessment, 2004, 22:93-105.
[8] Kaufman A S, Lichtenberger E O.Essentials of WAIS2Ⅲ assessment.New York:Wiley, 2000.
[9] Das J P, Papadopoulds T C.Behavioral inhibition and hyperactivity:a commentary from alt ernative perspectives.European Journal of Special Needs Education, 2003, 18(2):183-195.
[10] Das J P, Naglieri J A, Kirby J R(著).杨艳云, 谭和平(译). 认和过程的评估:智力的PASS理论.华东师范大学出版社, 1999.
[11] Naglieri J A, Das J P.Cognitive assessment syst em:Interpretive Handbook.Riverside Publishing, 1997.
[12] Das J P.A better look atintelligence.Current Directions in Psychological Science, 2002, 11:28-33.
[13] APA(American Psychiat ric Association).Diagnostic and St atistical Manual of Mental Disorders(DSM-IV-TR).Washington, DC: APA, 2000.
[14] 邓赐平, 张莹, 李其维.D-N认知评估系统的结构验证:一项基于中国青少年样本的分析.心理科学, 2009(待刊).
[15] Das J P.注意:概念、测验和教师等级评定.华东师范大学学报(教科版), 2002, 20(3):68-76.
[16] Sergeant J A, Oosterlaan J, Meere van der J J.Information processing and energetic factors in attention-deficitPhyperactivity disorder.In H.C Quay&A.Hogan(Eds.), Handbook of disruptive behavior disorders. New York:Plenum Press, 1999:75-104.
[17] R eardon S M, Naglieri J A.PASS cognitive processing characteristic of normal and ADHD males.Journal of School Psychology, 1991, 30:151-163.
[18] Paolitto A W.Clini cal validation of the Cognitive Assessment Syst em with children with ADPHD.ADPHD Report, 1999, 7:1-51
[19] Dehn M J.Cognitive Assessment System Performance of ADPHD children.Paper present ed at the annual NASP Convention, New Orleans, LA, 2000.
[20] WHO(World Health Organization).ICD-10:Classification of Mental and Behavioral Disorders.Geneva:WHO, 1993.
[1] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[2] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[3] ZHANG Yan, WANG Zheng, LUO Na, WANG Xiaoying, LI Xiaonan. Influence of Experience of Lovelortedness on Attentional Bias of Love-related Stimuli: Approach or Avoidance? [J]. Psychological Development and Education, 2023, 39(1): 12-20.
[4] SONG Jiaru, LIU Yuanyuan, WANG Xiuli, LI Shouxin. The Attentional Guidance Effect of Visual and Verbal Working Memory Representation [J]. Psychological Development and Education, 2022, 38(5): 609-617.
[5] WU Xia, ZHONG Xiping, JIANG Yunpeng. The Effects of Aging on Top-down Attentional Processing under Different Search Situations [J]. Psychological Development and Education, 2022, 38(1): 26-34.
[6] YU Xide, XIONG Xiling, LIANG Xiao, LU Cheng, DENG Liyi, GAO Dingguo. Ego Identity Status and Time Management in College Students: Mediating Effect of Emotion and Attention of Passage of Life Time [J]. Psychological Development and Education, 2021, 37(3): 381-390.
[7] WU Jie, WEI Furong, LI Jiaqi, WU Xia. The Effects of Parent-child Communication of High School Students on the Attention Bias of Affactive Stimuli [J]. Psychological Development and Education, 2021, 37(2): 159-166.
[8] WANG Jiale, ZHANG Hui, YANG Min. The Effect of Emotional Valence and Facial Type on Children's Inattentional Blindness [J]. Psychological Development and Education, 2021, 37(2): 153-158.
[9] SHEN Yang, YUAN Wenying, ZHAO Xiaolin, JIANG Ke, PENG Maoying, CHEN Yu, YANG Juan. The Influence of Mortality Salience on Self-name Attention Blink Sparing Effect [J]. Psychological Development and Education, 2020, 36(5): 520-527.
[10] WANG Haibin, ZHANG Pengcheng, LU Jiamei, QU Qiong, ZHANG Yan. Attentional Bias in Different Level of Pre-service Teachers' Emotional Awareness [J]. Psychological Development and Education, 2020, 36(4): 462-468.
[11] PAN Yi, ZHANG Lin. Attentional Capture by Entirely Irrelevant Stimuli Driven by the Contents of Working Memory [J]. Psychological Development and Education, 2019, 35(5): 522-529.
[12] ZHANG Hengchao. The Influence of Communicative Context on Learners' Language Selective Attention in the Learning Process [J]. Psychological Development and Education, 2019, 35(3): 320-328.
[13] LIU Xiping, WANG Beini, TANG Weihai. The Impact of Subliminal Emotional Faces on the Gaze-cueing Effect [J]. Psychological Development and Education, 2019, 35(2): 129-137.
[14] MA Yuanxiao, CHEN Xu. Subliminally Security Priming Improve the Attention Processing among Females with Insecure Attachment [J]. Psychological Development and Education, 2019, 35(1): 11-22.
[15] XU Danjia, YU Chengfu, DOU Kai, LIANG Ziqin, LI Zhenhua, NIE Yangang. Parental Autonomy Support and Adolescents' Future Planning: The Mediating Role of Basic Psychological Needs and Personal Growth Initiative [J]. Psychological Development and Education, 2019, 35(1): 23-31.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd