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Confirm that the use of assessments and training is for yourselfYou are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills

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

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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
Auditory 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

Multi-platform

Reliability analysis of the evaluation (Only in English)Download

Online Dyscalculia Test: Cognitive Assessment Battery (CAB-DC)

Innovative neuropsychological assessment for dyscalculia that allows for a complete cognitive screening and assessment of the risk index of having this math-based learning disorder.

Who is it for?

Online Dyscalculia Test: Cognitive Assessment Battery (CAB-DC)

Confirm that the use of assessments and training is for yourselfYou are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills

Confirm that you want to offer training and/or cognitive assessments to your family or friends.You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

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Number of assessments*

* Assessment licenses can be used for any type of assessment

Computerized battery to evaluate and detect dyscalculia

Computerized battery to evaluate and detect dyscalculia

  • Evaluate the risk index of having dyscalculia
  • For children 7 and older, teens, and adults
  • Takes approximately 30-40 minutes to complete
  • Reliability analysis of the evaluation - Only in English Download

The Cognitive Assessment Battery for Dyscalculia (CAB-DC) from CogniFit is a leading professional tool made up of clinical tests and validated tasks, aimed at quickly detecting and evaluating the symptoms, traits, and dysfunctions in the cognitive processes affected by dyscalculia.

This innovative online dyscalculia test is a scientific resource that provides a complete cognitive screening, makes it possible to understand cognitive strengths and weaknesses, and evaluates the users risk index for dyscalculia. This test is aimed at children 7 years and older, teens, and adults. Any user, both individual and professional, can easily use this neuropsychological assessment battery.

The results of the assessment are available automatically after completing the assessment, which usually lasts about 30-40 minutes.

This learning disorder implies a significant and persistent learning difficulty that affects the linguistic abilities associated with mental calculations. Clinical history and the evaluation of different areas, especially neuropsychology, are still the most effective tools to diagnose dyscalculia. Note that CogniFit does not directly offer a medical diagnosis of dyscalculia. We recommend using this dyscalculia test to complement a professional diagnosis, and never as a replacement for a clinical consultation.

Digitalized protocol for the evaluation of dyscalculia (CAB-DC)

Digitalized protocol for the evaluation of dyscalculia (CAB-DC)

This complete cognitive evaluation for the detection of dyscalculia is made up of a questionnaire and a complete battery of neuropsychological tests. It usually takes about 30-40 minutes to complete.

The person taking the test will answer a short questionnaire, which will evaluate the clinical signs and symptoms for the user’s age, and will present the cognitive tasks immediately after in the form of simple online games.

Diagnostic Criteria Questionnaire

A series of simple questions will be presented on-screen to detect the main diagnostic criteria, signs, and symptoms of dyscalculia. The questionnaire will adapt to the user’s age and will present questions appropriate for each age range.

Neuropsychological factors and cognitive profile

The CAB-DC will continue with a battery of tasks designed to evaluate the man cognitive factors shown to be affected by this learning disorder, paying close attention to executive functions. This test will use clinical scales and validated tasks for each user’s age.

Complete results report

After completing the dyscalculia assessment, you will automatically receive a detailed report, where you will see the risk index of having dyscalculia (low-medium-high), warning signs, cognitive profile, results analysis, recommendations, and guidelines. The results offer valuable information, and makes it possible to identify support strategies or recommendations to see a specialist for more in-depth testing.

Psychometric Results

Psychometric Results

The Cognitive Assessment Battery for Dyscalculia from CogniFit (CAB-DC) uses patented algorithms and artificial intelligence (AI), which makes it possible to analyze thousands of variables and detect a possible risk of dyscalculia with very satisfactory psychometric results.

The cognitive profile from the neuropsychological report has a high reliability, consistency, and stability. The test has been validated with repetitive tests and measurement processes. Transversal research designs, like the Cronbach Alpha coefficient, were followed and reached scores of about .9. The Test-Restest tests reached scores of close to 1, which shows high reliability and precision.

See validation table

Who is it for?

Who is it for?

The Cognitive Assessment Battery for Dyscalculia (CAB-DC) can be used for children 7 years and older and adults who may have dyscalculia.

Any individual or professional user can easily use this neuropsychological assessment battery, as no previous training or specialized knowledge in neuroscience or technological processes is necessary. It is especially designed for:

Healthcare Professional

Precisely assess patients and offer a complete results report

The neuropsychological assessment battery for dyscalculia from CogniFit makes it possible for healthcare professionals to detect, diagnose, and intervene in dyscalculia. Detecting the cognitive symptoms and dysfunctions is the first step in identifying this learning disorder and creating an appropriate neuropsychological intervention. This powerful software allows you to study multiple variables and offers complete personalized reports.

Schools and Educational Specialists

Detect the students that are at-risk for having dyscalculia. Help prevent academic difficulties and failure

This battery of neuropsychological tests makes it possible for teachers and educators without specialized training to objectively evaluate students and create complete personalized results to understand each student’s cognitive strengths and difficulties. This can help each student receive the extra help that they may need on an individual basis.

Parents, Guardians, and Individuals

Detect if a loved-one shows a risk of having dyscalculia

The dyscalculia test from CogniFit is a scientific resource made of simple and easy-to-use online games and tasks. This test makes it possible for anyone to evaluate the different neuropsychological factors identified in dyscalculia, even without any specialized training. The complete detailed report will allow you to see if there is a risk for dycalculia and detail guidelines for each user.

Advantages

Advantages

This technological support tool based on scientific methodology to quickly and precisely evaluate the symptoms, traits, strengths, and weaknesses in the cognitive processes affected by dyscalculia has a number of benefits:

LEADING INSTRUMENT

The Cognitive Assessment Battery for Dyscalculia (CAB-DC) is a professional resource created by learning disorder specialists and neuropsychology. CogniFit’s cognitive tests have been patented and scientifically validated. This leading instrument is being used by the scientific community, schools, universities, families, foundations, and medical centers around the world.

EASY-TO-USE

Any professional or individual user (healthcare professional, teacher, etc.) can use this neuropsychological assessment battery without any specialized training in technology or neuropsychology. The interactive format makes for an easy and quick management of patients and users.

USER-FRIENDLY

All of the clinical tasks are automatically presented as fun, interactive games, which helps increase motivation and learning, especially in children.

DETAILED RESULTS REPORT

The Cognitive Assessment Battery for Dyscalculia (CAB-DC) offers quick and precise feedback, creating a complete analysis system for the results. This makes it possible to understand the user’s cognitive strengths and weaknesses and understand clinical symptoms, as well as the user’s risk index for dyscalculia.

ANALYSIS AND RECOMMENDATIONS

This powerful software makes it possible to evaluate thousands of specific recommendations tailored to each user's specific needs.

When should this dyscalculia test be used?

When should this dyscalculia test be used?

This assessment battery makes it possible to reliably detect the risk of presenting dyscalculia in children 7 years and older and adults.

We recommend using this test for anyone who you may suspect has dyscalculia. The early detection of this learning disorder can help minimize developmental difficulties and start an appropriate intervention program suitable for each profile.

This assessment battery also makes it possible to adults to understand their risk index for having dyscalculia. Many adults have lived their lived with dyscalculia and were never aware of the dysfunction. And, while they may have a normal, or even above average IQ, may have been considered poor students. Without the early detection and proper management of this learning disorder, adults with dyscalculia may have problems at work or socially.

Below are some of the most representative symptoms of dyscalculia:

V2_ASSESS_Test_discalculia_CASES_SUBTIPOS
Most representative symptoms
Description
V2_ASSESS_Test_discalculia_CASES_SINT_1
Difficulties with mathematical calculations
Difficulties recognizing mathematical symbols
Problems aligning mathematical operations
Difficulties understand spoken word problems
General symptoms

Difficulties with mathematical calculations

People with dyscalculia have trouble processing mathematical language, which makes it difficult to do mathematical processes like adding, subtracting, multiplying, and dividing.

Difficulties recognizing mathematical symbols

People with dyscalculia may confuse symbols like “+” or “-“, which may create problems when using and applying them to mathematical operations.

Problems aligning mathematical operations

It is common to have trouble changing a vertically written math problem horizontally and vice versa. With operations like multiplication or division, someone with dyscalculia may have trouble aligning the right numbers and symbols in order to get the correct answer.

Difficulties understand spoken word problems

May present difficulties remembering the information given in the word problem, which can make it very difficult, or even impossible, to correctly write and carry-out the correct mathematical operation. It is also common to have trouble differentiating relevant and irrelevant information.

General symptoms

Aside from the purely mathematical problems, people with dyscalculia may also have trouble telling time, they get lost often, and they may have poor orientation.

V2_ASSESS_Test_discalculia_CASES_SINT_1_6

V2_ASSESS_Test_discalculia_CASES_SINT_1_6_A

Description of the diagnostic criteria questionnaire

Description of the diagnostic criteria questionnaire

Dyscalculia is characterized by a series of clinical signs and symptoms. These indicators can help you understand the risk of someone having this learning disorder. This is why the first part of the assessment battery for dyscalculia (CAB-DC) is a questionnaire made of clinical questions that have been adapted to the diagnostic criteria and symptoms of dyscalculia for each age range.

The questions presented here are similar to those that can be found in a diagnostic manual, clinical questionnaire, or evaluation scales. However, they have been simplified to be easily understood by almost any user.

Diagnostic criteria for children 7-18 years-old

Made up of a series of simple questions that should be answered by a parent or the professional in charge of the assessment. The questionnaire will cover the following domains: Mathematical language (comprehension of the mathematical symptoms, their meaning, and representation), Mathematical reasoning (numeric thinking, problem solving, logic, etc.), Social relationships (caused by frustration and frustration that may these math problems may have caused), Learning and development (dyscalculia is related to different familiar and developmental factors).

Diagnostic criteria for adults

A series of simple questions that can be completed by the professional in charge of the evaluation or by the person taking the test. The questionnaire will cover the following domains: Mathematical language (comprehension of mathematical symptoms, their meaning, and representation), Mathematical reasoning (numeric thinking, problem solving, logic, etc.), Academic history (due to the relation between dyscalculia and academic failure), Professional and social areas (difficulties with the relationship of calculations and daily life).

Description of the battery to evaluate the neuropsychological factors affected by dyscalculia

Description of the battery to evaluate the neuropsychological factors affected by dyscalculia

The presence of alteration in some specific cognitive skills may be indicators of dyscalculia. A general profile of the cognitive skills may indicate how severe the alterations are. Problems with calculations, academic difficulty, and social and emotional problems may be caused by deficits in different cognitive skills. These are the domains and cognitive skills evaluated in the dyscalculia test (CAB-DC):

Evaluated Cognitive Domains
Cognitive Abilities

Attention

Ability to filter distractions and focus on relevant information.

Excellent

7.8% above average

Divided Attention

Divided attention and dyscalculia. Divided attention is the ability to pay attention to more than one stimuli or activity at the same time. People with alterations in divided attention use more cognitive resources when carrying-out two or more tasks at a time, which would make it difficult to listen to a teacher and copy a math problem.

721Your Score

400Average

Focused Attention

Focused attention and dyscalculia. Focused attention is the ability to focus attention on a target stimulus, regardless of how long. We use focused attention in class or doing homework. When distracted, it’s possible to miss important information, which makes it more difficult to correctly complete math equations.

732Your Score

400Average

Memory

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

Excellent

7.7% above average

Short-Term Memory

Short-term memory and dyscalculia. People with dyscalculia may have alterations in this cognitive skill. Short-term memory is the ability to hold onto a little bit of information for a short period of time, like when you have to remember how much you calculated for a tip at a restaurant. A problem with short-term memory may impede the ability to correctly solve math problems.

678Your Score

400Average

Working Memory

Working memory and dyscalculia. It is important to keep in mind that an alteration in working memory may be a strong indicator of dyscalculia. Working memory is the ability to retain and use the necessary information to complete complex cognitive tasks, like mathematic operations. Poor working memory may make it difficult to do both complex and simple math problems.

502Your Score

400Average

Coordination

Ability to efficiently carry-out precise and organized movements.

Excellent

8.4% above average

Response Time

Reaction time and dyscalculia. Reaction time is the ability to perceive, process, and respond to a simple stimulus, like quickly and efficiently solving a simple math equation. People with slow response time often have trouble easily and fluidly completing math problems.

452Your Score

400Average

Perception

Ability to interpret the stimuli from one's surroundings.

Excellent

7.6% above average

Recognition

Recognition and dyscalculia. Recognition is the brain’s ability to identify a stimulus that it had perceived previously. This makes it possible to compare present information with the information stored in one’s memory. Poor recognition may make it difficult to recover information from a math problem or remember a formula.

490Your Score

400Average

Reasoning

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

Excellent

8.0% above average

Planning

Planning and dyscalculia. Planning is the ability to mentally organize the best day to reach a specific future goal, like when you need to organize how to solve a math problem as easily as possible. People with alterations in planning may have trouble solving complex problems or calculations.

744Your Score

400Average

Processing Speed

Cognitive processing speed and dyscalculia. Processing speed is the ability to process information quickly and automatically. People who have allegations in processing speed may take longer to understand and complete math problems. Slow auditory and verbal processing may cause problems when decoding numbers, letters, words, and sentences.

712Your Score

400Average

Language

Ability to understand and express verbal information (spoken, written, etc.).

Excellent

7.5% above average

Naming

Naming and dyscalculia. Naming is the ability to access a word from your vocabulary in order to correctly name an object or idea. An alteration in naming may cause difficulties when using mathematical language.

526Your Score

400Average

Evaluation tasks

Evaluation tasks

This multi-dimensional scientific resource uses multiple evaluation tasks. Here you can see examples:

Decoding Test VIPER-NAM

This evaluation task integrates notions of the classic Korkman, Kirk and Kemp test of 1998 (NEPSY). It measures the naming capacity, response time and processing speed, measuring the number of cognitive resources that the user allocates to the exercise of decoding, recognizing and understanding stimuli in an efficient way.

Identification Test COM-NAM

The COM-NAM Identification test is based on the classic NEPSY and TOMM tests. With this test, the level of channeling and classification of stimuli in memory is observed. In addition, it allows the ability to observe how the user detects and reacts as fast as possible.

Sequencing Test WOM-ASM

The Sequencing Test WOM-ASM was based on Conners' classic test (CPT) and the Wecshler Memory Scale (WMS) test of direct and indirect digits. Using these tests, we are able to observe the temporary storage capacity and, above all, the capacity to manipulate information to perform higher cognitive tasks, such as language comprehension or reasoning.

Concentration Test VISMEN-PLAN

This evaluation task is inspired by the Wechsler Memory Scale (WMS) direct and indirect digits test, the classic Memory Malingering Test (TOMM) and the classic Tower of London Test (TOL), allowing to measure planning capacity, visual memory, short-term memory, response time, working memory and processing speed, among others.

Dyscalculia and The Brain

Dyscalculia and The Brain

Dyscalculia makes it difficult to understand and carry-out math operations. Neuroimaging studies have consistently shown the close relationship between dyscalculia and certain brain areas. Some of the most affect brain areas in dyscalculia are:

1 Intraparietal ridge

Recent studies have shown that the intraparietal ridge, especially in the right hemisphere, is one of the brain structures that shows anomalies in people with dyscalculia. This right intraparietal ridge is crucial for the correct processing of numeric information.

2 Frontal lobe

The frontal lobe, especially the prefrontal dorsolateral portion, is closely related to executive functions, like planning or working memory, which is both necessary to carry out calculations and solve mathematical problems. Dyscalculia may also cause an alteration in the cognitive abilities related to this area of the brain.

3 Superior Parietal Lobe

The right parietal lobe that interprets spatial information, while the left parietal lobe understand numbers, the manipulation of different objects, and writing.

4 Left Angular Gyrus

In charge of the verbal use of numbers.

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

Shatil E (2013). Does combined cognitive training and physical activity training enhance cognitive abilities more than either alone? A four-condition randomized controlled trial among healthy older adults. Front. Aging Neurosci. 5:8. doi: 10.3389/fnagi.2013.00008.Korczyn AD, Peretz C, Aharonson V, et al. - Computer based cognitive training with CogniFit improved cognitive performance above the effect of classic computer games: prospective, randomized, double blind intervention study in the elderly. Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2007; 3(3):S171. Shatil E, Korczyn AD, Peretz C, et al. - Improving cognitive performance in elderly subjects using computerized cognitive training - Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2008; 4(4):T492, Lubrini, G., Periáñez, J.A., & Ríos-Lago, M. (2009). Introducción a la estimulación cognitiva y la rehabilitación neuropsicológica. En Estimulación cognitiva y rehabilitación neuropsicológica (p.13). Rambla del Poblenou 156, 08018 Barcelona: Editorial UOC.cuatro (4): T492. Verghese J, J Mahoney, Ambrosio AF, Wang C, Holtzer R. - Efecto de la rehabilitación cognitiva en la marcha en personas mayores sedentarias - J Gerontol A Biol Sci Med Sci. 2010 Dec;65(12):1338-43. 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. Gard T, Hölzel BK, Lazar SW. The potential effects of meditation on age-related cognitive decline: a systematic review. Ann N Y Acad Sci. 2014 Jan; 1307:89-103. doi: 10.1111/nyas.12348. 2. Voss MW et al. Plasticity of brain networks in a randomized intervention trial of exercise training in older adults. Front Aging Neurosci. 2010 Aug 26;2. pii: 32. doi: 10.3389/fnagi.2010.00032.

Reviews

9 reviews

This product has more than 1.861.722 users worldwide.

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Victoria V

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It would be much more comfortable to be able to take the test right from my professional account. The kids I work with sometimes have trouble logging in and have other problems that I can fix for them.

Child Psychologist

-

I've used the old platform and have now been using the new one. The format has really improved and I've noticed a lot less bugs.

Mountain View Psych

-

The reports have really helped make diagnoses.

Chris

-

I work with families and children and have seen this to be a great test for my patients who often have trouble paying attention for long periods of time

Rachel T

-

It's a test that I would use along with a consultation, but wouldn't be able to use it on its own to replace other tests

JerryJ

-

We had some trouble starting the test and my daughter got bored half way through. She's used to using the ipad so working on the computer with a mouse was an added challenge that I don't know if the scores took into account.

AmanD

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My son took this (just under 7 years-old) because I thought he might have dyscalculia. It took him about 25 minutes and I had to be nearby to help answer questions when he didn't understand. We got a 15 page report and some of it was too technical. I'm bringing it to the doctor next time we go.

Jeffery

-

Excellent tool and descriptive feedback.

Jen

-

helpful to see why my son has problem with math we'll bring the report next time we see the teacher

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