Verbal working memory Backward digit recall, Automated Working Memory Assessment (AWMA) Alloway, 2007 4 to 22 Pearson Children hear a list of numbers and repeat them in reverse order. Visual working memory Mr X, Automated Working Memory Assessment (AWMA) Alloway, 2007 4 to 22 Pearson Children see two cartoon characters, each holding a ball. The character on the right is rotated to one of six possible compass points. Children have to determine whether the characters are holding the ball in the same hand as one another. At the same time, they have to remember the locations of the balls held by the character on the right. Short term memory Children’s Test of Nonword Repetition (CNRep) Gathercole et al. 1994 4 to 8 Pearson Children listen to and repeat nonsense words of varying syllable lengths. Episodic memory Children’s Memory Scale (CMS) Cohen, 1997 5 to 16 Pearson Children are asked to verbally recall two stories in as much detail as possible both immediately after story-telling and again following a short delay. Attention switching Red, Blues, Bags and Shoes, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children sort four repeating stimuli according to colour (red or blue) and whether they are held in the hand or worn on the foot (bags or shoes). During the task the rule for sorting changes. Sustained attention Vigil, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children count the number of target noises over varying periods of time. Barking, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 7 Pearson Children count the number of target noises over varying periods of time. Attention based reaction time Simple Reaction Time, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 15 Pearson Children to respond as quickly and accurately as possible to the onset of a visual target. Visual selective attention Hector Cancellation, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 8 to 15 Pearson Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible. Balloons Hunt, Test of Everyday Attention for Children 2 (TEACH-2) Manly et al. 2016 5 to 7 Pearson Children cancel out target items in different scenes with varying numbers of distractors as quickly and accurately as possible.
Planning Tower Test, Delis Kaplan Executive Function System (DKEFS) Delis, Kaplan, & Kramer, 2001 8 to 89 Pearson Children move 5 disks of different sizes arranged on three pegs from a start position to an end state in the fewest moves possible and as quickly as possible. They are only allowed to move one disk at a time without placing any disk on a smaller disk. Set switching Trail making, Delis Kaplan Executive Function System (DKEFS) Delis, Kaplan, & Kramer, 2001 8 to 89 Pearson The higher-level executive function condition, Sequencing, requires children to connect letters and numbers in a progressive increasing alternating sequence (A-1-B-2-C-3, etc.). Other baseline conditions within this test, Number Sequencing and Letter Sequencing, measure the component processes involved in Number- Letter Sequencing (i.e. connecting either numbers or letters).