Standardized ND test battery
| Test (reference) . | Domain/test description . | Age of participants tested (6–16 potentially)/who completed testing . |
|---|---|---|
| ABAS-3 (12) | Adaptive function includes the skills needed to effectively and independently care for oneself, respond to others, and meet the demands of home, school, and the community The ABAS-3 measures the general adaptive composite (all skill areas), which includes: Conceptual domain: (communication, academic skill, and task completion) Social domain: (personal interaction and social responsibility) Practical domain: (personal and health needs at school and community) | All ages, completed by parents only |
| Beck Youth Inventory (depression and anxiety) (22) | Emotional adjustment assess depression and anxiety Clinical ranges are based on T scores from the standardization sample Mildly elevated =T scores of 55–59 were obtained by <25% of the standardization sample Moderately elevated = T scores of 60–69 and were obtained by <15% of the standardization sample Extremely elevated = T scores >70 were obtained by <5% of the standardization sample | Ages 7–16 years, completed by subjects |
| Beery-Buktenica Development Test-6 (23) | Visual-Motor Integration (VMI) The VMI assesses the visual-perceptual skills (a child’s ability to make sense of and interpret what they see) and visual-motor skills (ability to translate a visual image or plan into a motor action) | All ages, completed by subjects |
| BASC-3 (24) | Emotional/behavioral adjustment The following composite scores were analyzed: (a) behavioral symptoms that assess levels of anxiety, depression, attention problems, hyperactivity, and aggression (b) internalizing problems that consist of a child’s emotional of psychological state and typically include depression, anxiety, and somatic complaints (c) externalizing problems that are manifested in a child’s outward behavior and reflect negatively on the external environment (e.g., disruptive, hyperactive, and aggressive behavior) | All ages, completed by parents only |
| BRIEF-2 (25) | Executive function (self- and parent report) Assesses the child’s everyday behaviors associated with executive function at home and at school. There are three components of the test: the behavior regulation index, the emotion regulation index, and the cognitive regulation index. There is an overall summary score, the global executive composite score | Ages 11–16 years, completed by both subjects and parents Ages 6–10 years, this was completed by parents only |
| CVLT-C (26) | Verbal learning and memory Assesses long-term memory based on the ability to recall words from a list | All ages, completed by subjects |
| D-KEFS Tower Test and Trail Making Test) (27) | Executive function A collection of interrelated functions responsible for guiding, directing, and managing cognitive emotional and behavioral responses | Ages 8–16 years, completed by subjects |
| WISC-V (28) | Overall intellectual function The FSIQ consists of subtests measuring verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed | All ages, completed by subjects |
| Test (reference) . | Domain/test description . | Age of participants tested (6–16 potentially)/who completed testing . |
|---|---|---|
| ABAS-3 (12) | Adaptive function includes the skills needed to effectively and independently care for oneself, respond to others, and meet the demands of home, school, and the community The ABAS-3 measures the general adaptive composite (all skill areas), which includes: Conceptual domain: (communication, academic skill, and task completion) Social domain: (personal interaction and social responsibility) Practical domain: (personal and health needs at school and community) | All ages, completed by parents only |
| Beck Youth Inventory (depression and anxiety) (22) | Emotional adjustment assess depression and anxiety Clinical ranges are based on T scores from the standardization sample Mildly elevated =T scores of 55–59 were obtained by <25% of the standardization sample Moderately elevated = T scores of 60–69 and were obtained by <15% of the standardization sample Extremely elevated = T scores >70 were obtained by <5% of the standardization sample | Ages 7–16 years, completed by subjects |
| Beery-Buktenica Development Test-6 (23) | Visual-Motor Integration (VMI) The VMI assesses the visual-perceptual skills (a child’s ability to make sense of and interpret what they see) and visual-motor skills (ability to translate a visual image or plan into a motor action) | All ages, completed by subjects |
| BASC-3 (24) | Emotional/behavioral adjustment The following composite scores were analyzed: (a) behavioral symptoms that assess levels of anxiety, depression, attention problems, hyperactivity, and aggression (b) internalizing problems that consist of a child’s emotional of psychological state and typically include depression, anxiety, and somatic complaints (c) externalizing problems that are manifested in a child’s outward behavior and reflect negatively on the external environment (e.g., disruptive, hyperactive, and aggressive behavior) | All ages, completed by parents only |
| BRIEF-2 (25) | Executive function (self- and parent report) Assesses the child’s everyday behaviors associated with executive function at home and at school. There are three components of the test: the behavior regulation index, the emotion regulation index, and the cognitive regulation index. There is an overall summary score, the global executive composite score | Ages 11–16 years, completed by both subjects and parents Ages 6–10 years, this was completed by parents only |
| CVLT-C (26) | Verbal learning and memory Assesses long-term memory based on the ability to recall words from a list | All ages, completed by subjects |
| D-KEFS Tower Test and Trail Making Test) (27) | Executive function A collection of interrelated functions responsible for guiding, directing, and managing cognitive emotional and behavioral responses | Ages 8–16 years, completed by subjects |
| WISC-V (28) | Overall intellectual function The FSIQ consists of subtests measuring verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed | All ages, completed by subjects |