Table 2

Cognitive tests and assessments

Cognitive functionTest nameTest descriptionTest score
Working memoryWISC-IV
Digit span forward and backward
Repeat numbers verbatim or in reverse order as stated by the administratorSum score 0–32
Higher score implies better working memory
Processing speedD-KEFS CWIT
Conditions 1 and 2
Name the colours of different bars (Condition 1) and read written colour names aloud in that colour (Condition 2).Response time (s) on each condition
Mean of results from the two conditions
Higher score implies slower processing speed
Cognitive inhibitionD-KEFS CWIT
Condition 3
Read aloud the colour of the names of colours printed in a different colourResponse time (s)
Higher score implies more difficulties with the task
Number of errors
Higher score implies more errors
Cognitive flexibilityD-KEFS CWIT
Condition 4
Switch between reading colour words and naming dissonant ink coloursResponse time (s)
Higher score implies more difficulties with the task
Verbal learningHVLT-R
Total recall
The administrator reads 12 words aloud.
The examinee repeats as many words as possible in three trials
Sum score of words remembered in all three trials together (0–36)
Higher score implies better learning
Verbal delayed memoryHVLT-R
Delayed recall
Examinee recalls words after a 20 min delayNumber of words remembered (0–12)
Higher score implies better delayed memory
Everyday executive functionBRIEF
Global executive composite
Parents score 86 statements regarding the daily executive functioning of their childScore gives an overall measure of executive function
Higher score implies higher degree of impairment
  • BRIEF, Behaviour Rating Inventory of Executive Function; D-KEFS CWIT, Delis–Kaplan Executive Function System Color Word Interference Test; HVLT-R, Hopkins Verbal Learning Test-Revised; WISC-IV, Wechsler Intelligence Scale for Children, 4th ed.