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Online Neuropsychological Assessment Battery. Instrument to help diagnose Attention Deficit Hyperactive Disorder (CAB-ADHD)

  • Neuropsychological Assessment for ADHD

  • Exhaustively explore the cognitive skills associated with ADHD

  • Assess possible cognitive alterations or deficits.


The Cognitive Assessment Battery for ADHD by CogniFit is a tool designed to help in the detection, diagnosis, and intervention of Attention Deficit Hyperactive Disorder.

The online test was designed by healthcare professionals who work directly with ADHD patients, was created by a team of psychologists and neurologists specialized in the learning disorder. This tool will allow professionals to give a complete assessment to children and adults with the symptoms of ADHD, and analyze which cognitive domains are most affected by the disorder.

Sophisticated algorithms analyze the subject's results by using an automatic report to show the score per cognitive domain.

The cognitive assessment for ADHD from CogniFit is made up of various blocks of tasks. Each one of the following tasks will assess one or various cognitive skills that, according to investigation, may be affected by ADHD.

  • Memory area: Working memory and short-term memory.
  • Attention area: Focus and inhibition.
  • Perception area: Visual perception.
  • Coordination area: Response time.
  • Reasoning area: Planning.

Battery of tasks and tests for the cognitive evaluation of people with ADHD

Concentration Test VISMEM-PLAN

Sequencing Test WOM-ASM

Identification Test COM-NAM

Recognition Test WOM-REST


Processing Test REST-INH

Simultaneity Test DIAT-SHIF

Coordination Test HECOOR

Inquiry Test REST-COM

Decoding Test VIPER-NAM

Assessment Process

  • Duration: The battery will not take more than 15-20 minutes.
  • Scoring: Automated.
  • Audience: Children (6+) and adults.

Neuropsychological environments analyzed and their relationship to ADHD

Scientific documentation: Validated battery of tests

This battery was developed by a group of neurologists and psychologists and was based on the most recent studies in the field of ADHD.

Very satisfactory psychometric results were given based on the studies, and the tasks proposed by the neurocognitive program from CogniFit for ADHD was scientifically validated in clinical studies. The reliability measure received excellent results and showed that the CogniFit program improves results after 36 training sessions.

Every pathology or disability has some level of cognitive deterioration attached to it. In the case of ADHD, according to scientific literature, the cognitive skills that are most affected and, as such, will be assessed in the ADHD test are the following.

MEMORY Memory is one of the most important learning areas. Within this area, we find subcategories, but only working memory and short-term memory are related to ADHD, according to science.

Operative Memory or Working Memory and ADHD

Working memory is a type of memory that requires the storage and processing of information. It isn't about remembering something we've just received, but rather to have the ability to process and modify the information in our brain. This ability requires attention, planning, and inhibition. People with ADHD have problems with these skills, which is why they have trouble with working memory. Performing poorly in school when reading or doing math is related to this cognitive skill, which is why it is so important to develop.

Short-Term Memory and ADHD

Poor short-term memory is normally a characteristic in developmental disorders like ADHD. This action requires the use of different brain areas, and it is difficult for them to remember math, spell, or do other tasks, which can be seen directly in a child's schoolwork.

ATTENTION Attention is one of the most important areas to assess when looking for ADHD. Agitation and hyperactivity from this disorder make it difficult for children to develop attention.

Focus and ADHD

Focus or concentration is a complementary skill to attention. People with ADHD have difficulties paying attention during a prolonged period of time, which makes it difficult to sit through classes, be aware of their environment, stay organized, and follow instructions. Hyperactivity is a lack of attention and concentration, which causes the student to perform poorly at school.

Inhibition and ADHD

People with ADHD have difficulties inhibiting their impulses and responses to a determined event, which causes problem with self-control. Spontaneity and improvisation are two characteristics of a child with ADHD. As such, it isn't difficult for these children to inhibit their responses, but rather their emotions and thoughts.

PERCEPTION Mental representations are very important for the acquisition of new skills like math and writing.

Visual perception and ADHD

People with ADHD have low visual perception, which helps when remembering numeric information, for example. The high visual saturation in these children causes irritability and hyperactivity.

COORDINATION Coordination, especially motor coordination, is used in sports, which means that children with ADHD will have more difficulties.

Response time and ADHD

This cognition focuses on attention, slow behaviors, forgetfulness, drowsiness, a tendency to get lost in their own thoughts, etc. All of these behaviors are related to a lack of attention and concentration. The lower the concentration level, the slower response time and processing speed will be.

REASONING A child with ADHD will have problems processing information and starting a task. Their cognitive deficits are related to planning objectives or goals.

Planning and ADHD

People with ADHD have a hard time planning their schedules and their daily routines, and they're not usually very strict when they organize a task and complete it. The following activities like: knowing how and where to start, what to do, what is more important, establish plans, complete tasks that have various steps, etc., are difficulties that imply a lack of planning. On the other hand, good planning will help develop motivation for organizing tasks.

Scientific Documentation

The tasks that we propose to assess ADHD are adapted to every age, starting as young as 6. The stimuli in each task are visual and auditory to improve attention and make the assessment as simple and entertaining as possible. CogniFit also has a cognitive rehabilitation tool based on a training program for ADHD.

All of the cognitive skills previously explained are what the ADHD assessment measures in each of the tasks. Each cognitive test is oriented toward analyzing one or more specific cognitive skills. The set of tasks will form a complete assessment battery for the cognitive level of each child with ADHD. Once the battery is finished, the professional will have access to some results with graphic representations, where the areas with most cognitive deficit and those more developed will be indicated. With this information, the professional will, based on their knowledge, create a diagnosis in function with the analyzed results from our program. The assessment system guarantees the efficiency of the results and their real-time changes.

The main model used as the base of the CogniFit assessment battery is a cognitive model that investigates the presence of symptoms and traits that someone with ADHD would have. The results of the assessed cognitive skills will be very helpful for detecting the characteristic symptoms of ADHD and create a determined diagnosis for each user. Our cognitive method based on scientific evidence has been validated by a number of studies to confirm its effectiveness.


Evelyn Shatil, Jaroslava Mikulecká, Francesco Bellotti, Vladimír Burěs - Novel Television-Based Cognitive Training Improves Working Memory and Executive Function - PLoS ONE July 03, 2014. 10.1371/journal.pone.0101472

Preiss M, Shatil E, Cermakova R, Cimermannova D, Flesher I (2013) Personalized cognitive training in unipolar and bipolar disorder: a study of cognitive functioning. Frontiers in Human Neuroscience doi: 10.3389/fnhum.2013.00108.

Thompson HJ, Demiris G, Rue T, Shatil E, Wilamowska K, Zaslavsky O, Reeder B. - Telemedicine Journal and E-health Date and Volume: 2011 Dec;17(10):794-800. Epub 2011 Oct 19.

Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.

Noggle, C., Thompson, J., & Davis, J. (2014). B-22Impact of Working Memory and Processing Speed on Reading Comprehension Performance in ADHD. Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists, 29(6), 544. doi:10.1093/arclin/acu038.110.

Barkley, Russell A., Murphy, Kevin R., Fischer, Mariellen (2008). ADHD in Adults: What the Science Says (pp 171 - 175). New York, Guilford Press.

J. Tirapu-Ustárroz, J.M. Muñoz-Céspedes. (2005). Memoria y funciones ejecutivas. Revista de Neurología, 41: 475-484.

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