Using the Woodcock-Johnson III Tests of Cognitive Abilities with Students with Attention Deficit/Hyperactivity Disorder

Ford, Laurie; Keith, Timothy Z.; Floyd, Randy G.; Fields, Cheryl M.; Schrank, Fredrick A.

doi:10.1016/b978-012628982-4/50011-8

Cited by 5 publications

(6 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research using the WJ-III cluster scores supports the use of a univariate approach to examining group differences (Penny, et al, 2005; Ford, et al, 2003). A total of 12 ANOVAs were run, four for each subgrouping domain, with separate analyses comparing groups on each of the four cognitive variables.…”

Section: Resultsmentioning

confidence: 96%

“…Though a range of cognitive abilities can be assessed, in the present study only the Executive Processes, Cognitive Fluency, Broad Attention and Working Memory cluster scores were used. These cognitive abilities were examined because the cluster score or individual subtests that comprise the cluster score have been found to differentiate children with and without ADHD (Ford, Floyd, Keith, Fields, & Schrank, 2003; Schrank & Flanagan, 2003). The Executive Processes, Broad Attention, and Working Memory clusters all tap aspects of executive functioning and the Cognitive Fluency score assesses fluency and speed of performance (Mather & Woodcock, 2001).…”

Section: Methodsmentioning

confidence: 99%

“…Given this correlation, readers may want to interpret results of only one of the two clusters. However we report all four clinical cluster scores implicated in the impairments of children with ADHD (Ford et al, 2003) so that those interested in the WJ-III clusters can examine all results. …”

mentioning

confidence: 99%

See 2 more Smart Citations

Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD

McQuade

Tomb

Hoza

et al. 2010

J Abnorm Child Psychol

View full text Add to dashboard Cite

This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7–12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.

show abstract

Section: Resultsmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD

McQuade

Tomb

Hoza

et al. 2010

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…In one study that used the WJ III COG, performance on the EP cluster discriminated between children with ADHD and those without a diagnosis (Ford, Floyd, Keith, Fields, and Schrank 2003). Further analysis of these same data using logistic regression found that two tests in the EP cluster, Auditory Working Memory and Planning, were statistically significant predictors of ADHD status (Ford et al 2003).…”

Section: Woodcock-johnson III Tests Of Cognitive Abilitiesmentioning

confidence: 94%

“…Further analysis of these same data using logistic regression found that two tests in the EP cluster, Auditory Working Memory and Planning, were statistically significant predictors of ADHD status (Ford et al 2003). The authors emphasize that the diagnosis of ADHD is primarily based on observable behavior but argue that assessment using selected subtests on the WJ III COG can be used to support behavioral data and provide information useful in the description of the cognitive functioning of someone with ADHD.…”

Section: Woodcock-johnson III Tests Of Cognitive Abilitiesmentioning

confidence: 95%

Assessing Executive Functioning: A Pragmatic Review

Hass

Patterson

Sukraw

et al. 2014

Contemp School Psychol

View full text Add to dashboard Cite

Despite the common usage of the term executive functioning in neuropsychology, several aspects of this concept remain unsettled. In this paper, we will address some of the issues surrounding the notion of executive functioning and how an understanding of executive functioning and its components might assist school-based practitioners to better understand children and their difficulties in being successful in school. Specifically, we will review current definitions of executive functioning and discuss the strengths and limitations of different approaches to the assessment of executive functioning for school-based practitioners.

show abstract