Children's Color Trails Test 1 & 2: Test–Retest Reliability and Factorial Validity

Abstract

This investigation examined the test-retest reliability and the factorial validity of the Children's Color Trails Test 1 & 2 (CCTT) using two distinct and independent studies and their respective research samples. The reliability of the CCTT was evaluated in a study with 6-12-year-old children (n = 54) strictly selected and diagnosed with attention-deficit/hyperactivity disorder from an interventional protocol using test-retest coefficients at 8- and 16-week time intervals. Factorial validity was investigated using groups of children with traumatic brain injury (TBI) (n = 137), children with other types of trauma than brain or head injury (Other Injury) (n = 132), and healthy controls (n = 114) from a protocol assessing the neuropsychological sequelae of traumatic brain injury. The results revealed completion time test-retest reliability in the moderate range, which may be considered modest (r(tt) =.46-.68) in this sample of children with ADHD. Interference reliability coefficients were greater and in the moderate-high range (r(tt) =.75-.78). Factorial analytic results revealed a three-factor structure solution for all three groups (TBI, Other Injury, and controls). As a result of CCTT's factorial loadings, Factor 1 was labeled speed of perceptual tracking and susceptibility to interference, Factor 2 was labeled inattention and impulsivity, and Factor 3 was labeled simple inattention. Relative limitations and strengths associated with this investigation including practice effects associated with repeated CCTT administrations also were addressed within the context of the extant findings and existing trail-making test literature.

Theory of Mind in Children with Fetal Alcohol Spectrum Disorders

“…The WISC-IV scores obtained for this sample were strongly correlated ( r =0.76, p <.001) with IQ scores obtained at 5 years on the Junior South African Individual Scale (Madge et al, 1981), which is normed for South African children. Four domains of EF were assessed: attentional control by the Stop Task (Rubia et al, 1998); cognitive flexibility by the Children’s Color Trails Test (CCTT) (Llorente et al, 2003) and the Verbal Fluency and Stroop (shift and interference) subtests of the Delis-Kaplan Executive Functioning System (DKEFS; Delis et al, 2001); goal-setting by the Tower of London, 2nd Edition (TOL; Culbertson and Zillmer, 2001); and working memory (WM) by the WISC-IV Digit Span Backwards. 1- and 2-back WM data (using letters) were available for a subset of the children (Diwadkar et al, 2013).…”

Cortical and subcortical volumes in adolescents with alcohol dependence but without substance or psychiatric comorbidities

“…The Verbal Story Memory composite included the immediate recall of thematic units of Stories E and F from the Children’s Memory Scale (CMS) (Cohen, 1997), and delayed recognition of thematic units of Stories E and F from the CMS. The Self-Monitoring composite measure was derived from phonemic (letters L, B, and S) and semantic (animal category) fluency error scores (Strauss et al, 2006), the Auditory Verbal Learning Test total error score (Maj et al, 1993), time and rule violation scores from the Tower of London (Culbertson and Zillmer, 2001), error scores from the Children’s Color Trails Test (Llorente et al, 2003), and error scores from the Stroop Color-Word test. The Psychomotor Speed and Coordination composite included non-dominant peg insertion time from the Grooved Pegboard Test (Russell, 1993) and error scores from the Stroop Color-Word test (Golden and Freshwater, 2002).…”

Neuropsychological performance of South African treatment-naïve adolescents with alcohol dependence

“…Self-Monitoring and Regulation: Phonemic (letters L, B, and S) and semantic (animal category) fluency error scores (Strauss et al, 2006); AVLT total error score; time and rule violation scores from the Tower of London (ToL) (Culbertson and Zillmer, 2001); error scores from the Children’s Color Trails Test (CCTT) (Llorente et al, 2003); and error scores from the Stroop Color-Word test (SCWT) (Golden and Freshwater, 2002). …”