The Rey–Osterrieth Complex Figure as a measure of executive function in childhood

Abstract

In adults, the Rey-Osterrieth Complex Figure (ROCF) can be used for the assessment of not only visuoconstructional ability and visual memory, but also executive function in adults. We studied whether ROCF scores also correlated with executive function in childhood. The subjects consisted of 56 patients with various neurological diseases (5 years 7 months-14 years 11 months; mean: 8 years 8 months; M 42, F 14) whose full-scale IQs were 70 or higher (mean: 93.3). All subjects underwent the Wechsler Intelligence Scale for children third edition (WISC-III) and various psychological tests focusing on executive function. We evaluated the ROCF with the Boston Qualitative Scoring System (BQSS). We calculated the partial correlation coefficients between the BQSS Summary Scores and representative scores of other executive function tests, using age as the control variable. Among the scores of the various examinations, the Perseverative Errors of Nelson of the Wisconsin Card Sorting Test, the raw scores of the Mazes (WISC-III), the Digit Span (WISC-III), and the Block Design (WISC-III) were correlated significantly with two to four BQSS Summary Scores (P<0.05 or P<0.01). In contrast, the scores of the Trail Making Test, the Stroop Test, and the Commission Error of Continuous Performance Test-II did not show a significant correlation with any of the BQSS Summary Scores. The ROCF evaluated with the BQSS reflects not only visuoperceptual ability and visuoconstructional ability, but also executive function, especially planning and organization. However, a new BQSS Summary Score should be devised since no existing BQSS index specifically reflects executive functions with an outstandingly strong correlation.

Neuropsychological abnormalities in children with the Panayiotopoulos syndrome point to parietal lobe dysfunction

“…A deficit in "higher-order" functions such as planning or visual attention could explain this kind of poor ROCF copy results [7,29,30]. However, we have not found Attention (e.g.…”

Estrategias de organización en la Figura Compleja de Rey en niños con TDAH

“…It was designed by Rey in 1941, andlater Osterrieth (1944) elaborated a system of scoring to standardize the original procedure. Due to the complexity that the figure presents, it is considered that it also evaluates, in the copy phase, the cognitive processes linked to strategies of organization, so it can be considered as a useful instrument for the evaluation of executive function (Watanabe et al, 2005).…”

“…Thereby it is noted that the studies which analyze the performance of children with ADHD in the recall phase do not result conclusive, and while there has been research that analyzed strategies of copy (Da Silva, 2006;Watanabe et al, 2005), these have not been performed in children with ADHD, therefore the aim of the study was to analyze the process of copy, strategies of organization and the memory phase in the development of the Rey-Osterrieth Complex Figure in children diagnosed with ADHD.…”

Rey–Osterrieth Complex Figure – copy and immediate recall (3 minutes): Normative data for Spanish-speaking pediatric populations

“…Many cognitive abilities are necessary for good performance, and as such, the test is used to evaluate several different brain functions, including attention, working memory, visuospatial abilities, and planning (Watanabe et al, 2005). For example, the ROCF task involves viewing a complex figure and copying it; next, the individual reproduces it from memory, either immediately, following a delay, or both (Shin et al, 2006).…”

“…For example, the ROCF task involves viewing a complex figure and copying it; next, the individual reproduces it from memory, either immediately, following a delay, or both (Shin et al, 2006). The ROCF is often used to examine deficits due to traumatic brain injury in neurological patients, to test for dementia, and to study children's cognitive development (Kasai et al, 2006;Watanabe et al, 2005). Both young, developing children and older children or adults with weaknesses in the aforementioned abilities typically find the task quite challenging (Akshoomoff, Feroleto, Doyle, & Stiles, 2002;Waber & Holmes, 1985).…”