About Cookies on this site

This site uses Cookies to improve your online experience. By continuing to use this site without changing your cookie preferences we will assume that you are agreeing to our use of cookies. For more information, or to change your cookie preferences, visit our cookie policy.

Choose your platform and buy
Try if one month free of charge with 10 licenses.
What is the account for?
Welcome to CogniFit! Welcome to CogniFit Research! CogniFit Healthcare CogniFit Employee Wellbeing

Register your email below to begin to take care of your brain.

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

You are going to create a company management account. This account is designed to give your employees access to CogniFit evaluations and training.

You are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills.

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a company management account. This account is designed to give your employees access to CogniFit evaluations and training.

You are going to create a developer account. This account is designed to integrate CogniFit’s products within your company.

loading

For users 16 years and older. Children under 16 can use CogniFit with a parent on one of the family platforms.

By clicking Sign Up or using CogniFit, you are indicating that you have read, understood, and agree to CogniFit's Terms & Conditions and Privacy Policy.

Cognitive Abilities
Internal consistency
Test-retest reliability
Shifting
0,726
0,842
Divided Attention
0,866
0,85
Width of Field of View
0,806
0,998
Hand-eye Coordination
0,779
0,876
Naming
0,687
0,782
Focused Attention
1
0,905
Visual Scanning
0,862
0,922
Estimation
0,761
0,986
Inhibition
0,661
0,697
Phonological Short-term Memory
0,915
0,698
Contextual Memory
0,884
0,775
Visual Short-Term Memory
0,866
0,743
Short-Term Memory
0,853
0,721
Working Memory
0,85
0,696
Non-verbal Memory
0,787
0,73
Spatial Perception
0,611
0,907
Visual Perception
0,751
0,882
Auditory perception
0,652
0,904
Planning
0,765
0,826
Recognition
0,864
0,771
Response Time
0,873
0,821
Processing Speed
0,888
0,764
Cognitive Assessment for ADHD Research (СAB-ADHD)

Reliability analysis of the evaluation (Only in English)Download

Cognitive Assessment for ADHD Research (СAB-ADHD)

Innovative online ADD and ADHD test makes it possible to take a complete cognitive screening and evaluate the risk index for the presence of ADD or ADHD and its subtype.

Who is it for?

This product is not for sale. This product is for research purposes only. For more info see CogniFit Research Platform

Multi-platform

Cognitive Assessment for ADHD Research (СAB-ADHD)

You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

-
+
Number of assessments*

* Assessment licenses can be used for any type of assessment

 

What is the CogniFit ADHD test?

What is the CogniFit ADHD test?

  • Evaluate the risk index for the presence of ADHD
  • For children 7 and older, teens, and adults
  • Lasts about 13-16 minutes
  • Reliability analysis of the evaluation - Only in English Download

The Cognitive Assessment for ADHD Patients (СAB-ADHD) is a professional test that uses tasks to quickly and accurately evaluate the presence of symptoms related to ADHD.

To diagnose Attention Deficit Hyperactive Disorder or Attention Deficit Disorder (ADHD or ADD) a multidisciplinary assessment must be carried out. It is important to always perform an exhaustive differential diagnosis in order to discard other symptoms that may be better explained by a different mood disorder, learning disorder, or another condition.

This neuropsychological online ADHD test makes a complete cognitive screening and evaluates the risk index for ADHD by taking into account the user’s cognitive strengths and weaknesses. This ADHD assessment also determines the subtype of ADHD: Inattentive (ADD) or hyperactive-impulsive predominance (ADHD). This ADHD test is appropriate for kids 7+, teens, and adults. Anyone can easily use this online ADHD neuropsychological evaluation.

A thorough neuropsychological evaluation, clinical history and assessing different areas are still the most effective tools to detect and diagnose ADD or ADHD. Note that CogniFit does not directly offer a medical diagnosis of ADD/ADHD. We recommend using this ADHD test as a complementary tool and never as a replacement for a clinical diagnosis.

The results of this ADHD test will be available for download after completing the ADHD online test, which usually lasts about 30-40 minutes.

Phases of this ADHD assessment (CAB-ADHD)

Phases of this ADHD assessment (CAB-ADHD)

The complete cognitive assessment for the detection of Attention Deficit Hyperactive Disorder or Attention Deficit Disorder consists of a questionnaire and a battery of neuropsychological tests. It takes about 30-40 minutes to complete.

Children and adults at risk for having ADHD will respond to the questionnaire, which will evaluate the clinical symptoms of ADHD relevant to each age group. After this questionnaire, a series of games and tasks will be presented on the screen to assess cognitive function.

Well-being Questionnaire

A series of simple questions to detect the main diagnostic criteria (DSM-5) and symptoms of ADHD will be presented. The questionnaire contains questions that were developed and adapted to each age range.

Neuropsychological factors and cognitive profile

Following the questionnaire, a battery of online tasks designed to evaluate the main neuropsychological factors associated with this disorder will appear, focusing especially on executive functions. It uses scales and tasks appropriate for each user.

Complete results report

After completing the ADHD cognitive assessment, you will receive a detailed report, where you will see the user's risk index of having ADHD or ADD (low-moderate-high), and will show you the type (ADHD or ADHD), warning signs, cognitive profile, an analysis of the results, recommendations, and guidelines. These results offer valuable information and can help a professional identify the appropriate support strategies for each user.

Psychometric Results

Psychometric Results

The Cognitive Assessment for ADHD Patients (СAB-ADHD) uses patented algorithms and artificial intelligence (AI) which makes it possible to analyze thousands of variables and notify the user of a risk of ADD or ADHD which very satisfactory psychometric results.

The cognitive profile in the neuropsychological report has received scores of high reliability, consistency, and stability. Transversal research designs were used, like the Cronbach Alpha coefficient, reaching scores of almost .9. The Test-Retest tests reached scores of almost 1, showing the high reliability and precision.

See validation table

Who is it for?

Who is it for?

The Cognitive Assessment for ADHD Patients (СAB-ADHD) is appropriate for children 7 years old and older and adults who are believed to have ADHD or ADHH. Any user, either professional or individual, can easily use this neuropsychological assessment battery. No specialized training or background in neuroscience or technology systems in necessary, and it is especially aimed at:

Individual Users

Know the state of my brain, as well as my strengths or weaknesses

CogniFit Cognitive Assessment Battery for ADHD allows us to measure the state of our cognitive abilities related to this disorder and, through a simple questionnaire, check whether our symptoms are compatible with ADHD.

Healthcare Professional

Precisely evaluate patients and offer a detailed report

The ADHD test from CogniFit makes it possible to help healthcare professionals detect, diagnose, and create an appropriate intervention. Detecting the symptoms and cognitive dysfunctions is the first step in identifying ADD or ADHD and creating an appropriate neuropsychological intervention. This powerful software allows you to study multiple variables and offer complete, personalized reports.

Schools and Educational Professionals

Detect the students at-risk for ADHD. Help prevent academic difficulties and social problems

This battery of neuropsychological tests are presented as simple exercises and allows teachers and educators without specialization in ADD or ADHD to objectively evaluate students and create complete personalized reports that make it possible to understand cognitive strengths and weaknesses and quickly detect the students that may be at risk for having this disorder. This ADHD test makes it possible to individually diagnose each student in order to provide the necessary support.

Parents, guardians, and individuals

See if your loved-ones may have ADHD

The ADHD test is a scientific resource comprised of simple and user-friendly tasks and online exercises. This makes it possible for anyone without specialized training to evaluate the different neuropsychological factors identified in ADD and ADHD. The complete system of results allows you to identify if there is a risk of this disorder, and lets you see the typology (ADD or ADHD), and details guidelines for each case.

Researchers

Measures the cognitive abilities of study participants

With CogniFit's Cognitive Assessment for ADHD Patients (СAB-ADHD) we can comfortably and accurately measure the cognitive abilities involved in this disorder of the participants in our scientific research

Benefits

Benefits

Using this online tool based on scientific methodology to quickly and precisely detect the symptoms, weaknesses, traits, and poor functioning of the cognitive processes affected by ADD or ADHD offers multiple advantages:

LEADING INSTRUMENT

The Cognitive Assessment for ADHD Patients (СAB-ADHD) is a professional resource created by neurobiological disorder specialists that start during development. The cognitive tests have been patented. This leading instrument is used by the scientific community, schools, universities, families, associations, foundations, and medical centers around the world.

EASY-TO-USE

Any professional or individual user (teacher, healthcare professional, etc.) can use this neuropsychological assessment battery without any background in neuroscience or technology systems. The interactive format makes it easy to use.

USER-FRIENDLY

All of the clinical tasks presented in the test are completely automatic. CogniFit has made all of the tasks interactive, which helps the user engage and enjoy playing and can help increase motivation and comprehension, especially in children.

DETAILED RESULTS REPORT

The Cognitive Assessment for ADHD Patients (СAB-ADHD) offers quick and precise feedback, creating a useful system to analyze results. This makes it possible to see comprehensive and easy-to-understand information that will allow you to recognize and see the clinical symptoms, strengths, weaknesses, risk index, and type of disorder (ADD, ADHD).

ANALYSIS AND RECOMMENDATIONS

This powerful software makes it possible to analyze thousands or variables and offers specific recommendations for each subtype and the needs of each individual.

When should you use this ADHD test?

When should you use this ADHD test?

This cognitive assessment battery makes it possible to reliably detect the risk of ADD or ADHD in children 7 years and older and adults.

This neuropsychological evaluation for ADHD also identifies the risk index in adults at risk for ADHD. Many adults have suffered from attention and concentration problems their whole lives, as well as hyperactivity, difficulty following routines or rules, or impulsiveness that they can't control. However, even with these life-long difficulties, their attention disorder has never been diagnosed. While adults with ADD or ADHD may have an average, or even above average, IQ, it's possible that they were labeled disruptive or poor students in school due to the extra difficulties that they faced.

ADD and ADHD are associated with certain delays and some academic, professional, and social difficulties. This disorder affects behavior and is characterized by moderate to severe distraction, short attention spans, restlessness, emotional instability, and impulsive behaviors.

ADHD Subtypes
Most representative symptoms
Description
Inattention predominance
Difficulties when concentrating and paying attention to a stimulus.
Inability to listen to and follow a conversation
Inappropriate behaviors and difficulty adapting to a social environment
Often loses or misplaces things
"Low motivation" to start or complete tasks
Changes in mood and symptoms of anxiety and low self-esteem

Difficulties when concentrating and paying attention to a stimulus.

Children or adults with ADD often have significant attention problems, but don't display hyperactivity. In fact, they could even be characterized by how their slowness and hypoactivity. Attention problems are caused by a poor-functioning and under-developed prefrontal cortex in the brain, which impedes the ability to correctly process information and start the neural mechanisms necessary to: understand an action, start it, avoid distractions, and complete it properly. People with ADD are often distracted by activities or sounds, don't pay attention to details, and make careless mistakes when doing a boring or difficult project (either for school, work, or socially).

Inability to listen to and follow a conversation

Children and adults with ADD generally have trouble processing or concentrating on stimuli, which is why it may seem like they're not paying attention when being spoken to. This is because they have trouble concentration on what the other person is saying and can make it difficult to pay attention in school, at work, or even with family. People with ADD have trouble following directions and completing tasks or projects.

Inappropriate behaviors and difficulty adapting to a social environment

The deficiencies in attentional skills and cognitive processes that people with ADD present make it difficult to properly understand social interactions and follow the rules or norms that regulate these interactions. This difficulty to follow established norms may, on occasion, cause inappropriate responses and difficulty adapting to the environment (at home, school, socially, etc.), which may lead them to feel rejected, causing low self-esteem, irritability, inappropriate classroom behavior, and poor academic or professional performance.

Often loses or misplaces things

It is common for people with ADD to misplace tools or other things that they need for their daily tasks or activities (games, toys, school supplies, etc.). They are easily distracted and forgetful. They may not remember where they put their jacket, their wallet, and may forget about meetings, projects, or other important events.

"Low motivation" to start or complete tasks

People with this disorder often have trouble organizing and finishing tasks and activities. This characteristic is related to the difficulty that children and adults with ADD have to focus on a determined action. Their "lack of motivation" isn't because the person is lazy or doesn't understand instructions, but rather that their brain has more trouble blocking external stimuli and paying attention to a single action.

Changes in mood and symptoms of anxiety and low self-esteem

These symptoms may develop as a consequence of the inability to adapt to certain situations and the rejection that they may cause. They may feel inferior or misunderstood by their classmates and teachers.

Predominantly hyperactive-impulsive
Difficulty with self-control and inability to inhibit a behavior
They are often impetuous and speak or act before thinking
Poor planning when carrying out daily tasks
Poor professional or academic performance
Difficulty relating to friends
They are "poor losers"
May participate in dangerous behaviors
Seem to be constantly moving
Unintentional movements and restless hands and feet
Difficulties starting a task
They often put themselves in other people's conversations or activities
They have little patience and aren't able to do quiet or attention-heavy tasks

Difficulty with self-control and inability to inhibit a behavior

Children and adults with ADHD with the predominantly hyperactive-impulsive presentation are guided by spontaneity. As such, they don't only have difficulty controlling their behavior, but also controlling their thoughts and emotions.

They are often impetuous and speak or act before thinking

They present problems seeing the consequences that their actions may have or analyze a situation carefully. This is why the things that they say or do may be inappropriate for a certain situation.

Poor planning when carrying out daily tasks

This impulsiveness can cause frustration. They may be frustrated by their experiences as they do not receive the desired or expected outcomes from certain situations.

Poor professional or academic performance

Difficulty adapting to the norms of a situation. Their performance is closely related to self-control, which causes them to abandon tasks that they find boring or that may not give them anything in return.

Difficulty relating to friends

Children and adults with ADHD with a predominantly hyperactive-impulsive presentation have trouble relating and adapting to the environment (academic, professional, familiar, etc.). Their impulsiveness and "impertinent" behavior may sometimes cause others to feel uncomfortable.

They are "poor losers"

Some people with this subtype may be prone to fighting, which is caused by the brain's difficulty to analyze a situation and foresee the outcome.

May participate in dangerous behaviors

Are often not conscious of the threat or risks that their actions may cause

Seem to be constantly moving

Hyperactivity is an excessive behavior motor over-activity that makes it difficult to stay still. These people need to move more often than their classmates and present inappropriate behaviors.

Unintentional movements and restless hands and feet

Unintentional movements like bouncing or constantly moving from place to place.

Difficulties starting a task

Even when they find it fun and entertaining

They often put themselves in other people's conversations or activities

They act inappropriately, saying or doing things that they shouldn't

They have little patience and aren't able to do quiet or attention-heavy tasks

Hyperactivity is more of a hyperactive behavior, which means that it is excessive, uncontrolled, and implies motor difficulties caused by neurological factors.

Combined
Shows combined signs of inattention and hyperactivity-impulsiveness

Shows combined signs of inattention and hyperactivity-impulsiveness

  • Difficulties concentrating on a stimulis
  • Changes in mood and symptoms of anxiety and low self-esteem
  • Difficulty with self-control and inhibiting behaviors
  • May behave inappropriately and talk or act before thinking
  • Poor planning of daily activities

Description of the diagnostic criteria questionnaire

Description of the diagnostic criteria questionnaire

ADHD and its subtypes are characterized by a series of clinical signs and symptoms. These indicators can help understand the presence of this disorder, which is why the first part of the CAB-ADHD is a questionnaire with questions that have been adapted to the main diagnostic criteria and symptoms for each age range.

The questions in the questionnaire are similar to what you may find in a diagnostic manual, clinical questionnaire, or evaluation scales. However, they have been simplified to be understood by almost anyone.

Diagnostic criteria for children 7-12 years-old

It consists of a series of simple questions that should be completed by the teacher or professional responsible for the assessment. The questionnaire covers the following domains: Hyperactivity and impulsiveness (has trouble controlling movements and knowing how to inhibit actions), inattention (isn't able to pay attention for the time needed for an activity), problems with social relationships (frustration, low self-esteem), learning and development (history, difficulty learning academic concepts).

Diagnostic criteria for teens 13-17 years-old

Consists of a series of simple questions that can be completed by a teacher or family member who is in charge of the assessment. The questionnaire covers the following domains: Hyperactivity and impulsiveness (feeling of restlessness or impatience), inattention (easily distracted, difficulty concentrating), poor social skills (lack of empathy and assertiveness), learning and development (academic difficulties, academic failure, etc.).

Diagnostic criteria for adults

Consists of a series of simple questions that can be completed by the professional in charge of the assessment or by the individual him or herself. The questionnaire covers the following domains: Hyperactivity and impulsiveness (impatience, easily losing control), inattention (poor organization, difficulty finishing projects), academic history (obstacles in academics), difficulties in professional or social areas (poor adaptation).

What cognitive skills are assessed with this ADHD test?

What cognitive skills are assessed with this ADHD test?

Alterations in some cognitive skills may be indicators of ADHD. A general profile of the user's cognitive skills may indicate the subtype of ADHD, as well as the severity of the disorder.

The problems with hyperactivity, impulsiveness, inattention, difficulties with social relationships, and academic and professional problems may be caused by deficits in different cognitive skills. These are the cognitive skills and domains evaluated by the CAB-ADHD.

Evaluated Cognitive Domains
Cognitive Abilities

Attention

Ability to filter distractions and focus on relevant information.

Excellent

8.0% above average

Focused Attention

Focused attention and ADHD. Focused attention is the ability to focus on a target stimulus, regardless of the duration. People with ADHD often have trouble paying attention to relevant stimuli or events that are appropriate in a certain situation. This may cause one to miss important information in class.

600Your Score

400Average

Inhibition

Inhibition control and ADHD. Inhibition is the ability to inhibit or control impulsive (or automatic) responses, and generate appropriate responses with the help of attention and reasoning. Poor inhibition may cause impulsive and repetitive behaviors. This may lead to someone with ADHD to participate in dangerous or inappropriate actions in a certain situation.

742Your Score

400Average

Updating

Updating can be defined as the ability to monitor the behavior we carry out and ensure that it complies with the prepared action plan. One of the most commonly detected deficits in people with ADHD, especially in the inattentive variant, is the difficulties in self-regulating their own behavior directed at specific goals.

710Your Score

400Average

Memory

Ability to retain or manipulate new information and recover memories from the past.

Excellent

7.5% above average

Visual Short-Term Memory

Short-term visual memory (STVM) is defined as the ability to retain a small amount of visual information (letters, figures, colors, etc.) for a short period of time. Short-term visual memory has been reported as a sensitive measure of cognitive deficits in ADHD, since they are an important component of this disorder.

738Your Score

400Average

Working Memory

Working memory and ADHD. Working memory is the ability to remember and use a small amount of information necessary for complex cognitive tasks, like language comprehension, learning, and reasoning. Poor working memory may cause problems understanding written or spoken language, or using the information that has been received.

459Your Score

400Average

Coordination

Ability to efficiently carry-out precise and organized movements.

Excellent

8.1% above average

Hand-eye Coordination

Coordination and ADHD. Hand-eye coordination is the ability to carry our actions with your hands depending on the information that your eyes receive. Motor hyperactivity linked with poor movement control may cause a reduced hand-eye coordination, which can cause clumsiness.

730Your Score

400Average

Reasoning

Ability to efficiently use (organize, relate, etc.) acquired information.

Excellent

7.9% above average

Planning

Planning and ADHD. Planning is the ability to mentally organize the best way to complete a future goal. People with ADHD often have alterations in planning, which may cause problems foreseeing the consequences of their actions.

718Your Score

400Average

Evaluation tasks

Our Digital Cognitive Assessments

CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.

Tapping Test

The Speed Test REST-HECOOR exercise was inspired by the classic test of Fingertip tapping from the assessment battery NEPSY (Korkman et al., 1998). The test-taker is required to keep on clicking for 10 seconds and as rapidly as possible with the mouse, or finger if using a touch-screen device, in a defined area on the screen. Data is collected as the number of clicks during the allocated time, number of clicks inside the defined area and number of clicks outside it.

Psychomotor Vigilance Test

The Resolution Test REST-SPER was inspired by the classic paradigms Go/No Go Task (Gordon & Caramazza, 1982), Continuous Performance Test (Conners, 1989; Epstein et al., 2001), and the Psychomotor Vigilance Task (Dinges & Powell, 1985). The test-taker is required to rapidly press on circles which appear on the screen and to ignore hexagons should they also appear. Embedded in the task are 16 circles-only items and 8 circles-and-hexagons items. For each item data is collected on response time, response accuracy and cursor distance from target center.

Visual Working Memory Span Test

The Concentration Test VISMEM-PLAN took as a reference the Corsi block-tapping test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945). In the first part of the task, some circles, within a fixed array of circles, light up. The test-taker is required to memorize which circles, within the array, have lit up and then try to reproduce the sequence in the right order. In the second part of the task, a delay of 4 secs is added between the first screen and the playback screen, in order to increase the time the user must retain the information.

Multimodal Lexical Memory Test

The Identification Test COM-NAM is based on the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). For each object shown, the test-taker must choose from three possibilities: 1) the item is presented for the first time in the task or 2) the last time it appeared the item was spoken or 3) the last time it appeared the item was presented as a picture.

Stroop Test

The Equivalencies Test INH-REST was based on the classic Stroop test (Stroop, 1935). The test-taker is asked to press on the spacebar (go action) only if the color names on the screen are printed in the matching color and to refrain from pressing (no-go) if the color of the letters does not match the printed color name.

Eye-Hand Coordination Test Fixed Trajectory and Predictable Direction

The Synchronization Test UPDA-SHIF is based on the Vienna Test System (VST) (Whiteside, 2002). In this task the test-taker is required to carefully and precisely track a ball which moves along a path. The distance in pixels between the center of the ball and the cursor moved by the user is considered to calculate the accuracy score.

Divided Attention Test

The Simultaneity Test DIAT-SHIF stems from the classic Stroop test (Stroop, 1935), the Vienna Test System (Whiteside, 2002), and the Test of Variables of Attention (Greenberg et al., 1996). The test-taker is required to accurately follow a ball moving and turning in all directions on the screen while, at the same time, performing a variant of the Stroop test.

The brain and ADHD

The brain and ADHD

There are multiple variables to keep in mind with both children and adults with ADHD (environmental, personality, health, etc.), but what seems to be evident, according to research, are that there are certain brain areas and a lack of neurotransmitters that cause cognitive deficit. Neuroimaging techniques, along with the most recent studies, have shown that there are a number of affected brain areas in people with ADHD.

1 Prefrontal cortex

The prefrontal cortex is part of the grey matter located in the frontmost part of the brain (near the forehead, approximately). This brain structure is closely related to the executive functions, like planning, inhibition, and updating. People with ADHD may have alterations in this part of the brain, which may make it difficult to organize, ensure that they are completing the necessary actions to reach a goal, or inhibit automatic actions.

2 Basal ganglia

The basal ganglia are a set of subcortical structures located at the "base" of the brain. The main functions of the basal ganglia are to regulate voluntary movement and the learning of motor skills. As such, a problem in the connections that connect the brain structures in charge of inhibition with the basal ganglia (in charge of voluntary movement), causes hyperactivity or excessive movement, which may appear in people with ADHD.

3 Corpus Callosum

The link between the two hemispheres of the brain.

4 Anterior Cingulate

Plays an important role in managing emotions.

Customer Service

Customer Service

If you have any questions about data operation, management or interpretation of our assessments, you can contact us immediately. Our team of professionals will solve your doubts and help you with anything you need.

Contact Us Now

References

References

  • Westerberg, H., Hirvikoski, T., Forssberg, H., & Klingberg, T. (2004). Visuo-Spatial Working Memory Span: A Sensitive Measure of Cognitive Deficits in Children With ADHD. Child Neuropsychology, 10(3), 155-161.
  • Willcutt, E. G., Pennington, B. F., Boada, R., Ogline, J. S., Tunick, R. A., Chhabildas, N. A., & Olson, R. K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 110(1), 157-172.
  • Felt, B. T., & Biermann, B. (2014). Diagnosis and Management of ADHD in Children. American Family Physician, 90(7), 456-464. Den Heijer, A. E., Groen, Y., Tucha, L., Fuermaier, A. B. M., Koerts, J., Lange, K. W., … Tucha, O. (2016). Sweat it out? The effects of physical exercise on cognition and behavior in children and adults with ADHD: a systematic literature review. Journal of Neural Transmission, 124(S1), 3-26.
  • Mahone, E. M., & Denckla, M. B. (2017). Attention-Deficit/Hyperactivity Disorder: A Historical Neuropsychological Perspective. Journal of the International Neuropsychological Society, 23(9-10), 916-929.
  • Enriquez-Geppert, S., Smit, D., Pimenta, M. G., & Arns, M. (2019). Neurofeedback as a Treatment Intervention in ADHD: Current Evidence and Practice. Current Psychiatry Reports, 21(6), 1-7.
  • Fliers, E., Rommelse, N., Vermeulen, S. H. H. M., Altink, M., Buschgens, C. J. M., Faraone, S. V., … Buitelaar, J. K. (2007). Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: effects of age and gender. Journal of Neural Transmission, 115(2), 211-220.

Please type your email address