NEUROPSYCHOLOGICAL ASSESSMENT
CHILDREN AND ADOLESCENTS: COIMBRA NEUROPSYCHOLOGICAL
ASSESSMENT BATTERY (BANC)
26.09.2023
Luís Pires
lpires@fpce.uc.pt
IMCEN_Neuropsychological Assessment_Coimbra Neuropsychological Assessment Battery (BANC)
Simões, M. R., Albuquerque, C. P., Pinho, M. S.,
Vilar, M., Pereira, M., Lopes, A. F., Seabra-Santos,
M. J., Alberto, I., Lopes, C., Martins, C., & Moura,
O. (2016). Bateria de Avaliação Neuropsicológica de
Coimbra (BANC): Manual Técnico. [Coimbra
Neuropsychological Assessment Battery (BANC):
Technical manual]. Lisboa: Cegoc. [343 pags]
Simões, M. R., Albuquerque, C. P., Pinho, M. S.,
Vilar, M., Pereira, M., Lopes, A. F., Seabra-Santos,
M. J., Alberto, I., Lopes, C., Martins, C., & Moura,
O. (2016). Bateria de Avaliação Neuropsicológica de
Coimbra (BANC): Manual de Administração e
Cotação [Coimbra Neuropsychological Assessment
Battery (BANC): Administration and scoring
manual]. Lisboa: Cegoc. [174 pags].
Authors: Mário R. Simões, Cristina P. Albuquerque, M. Salomé Pinho, Manuela Vilar, Marcelino Pereira,
Ana Filipa Lopes, M. João Seabra-Santos, Isabel Alberto, Cláudia Lopes, Cristina Martins and Octávio Moura.
Publishing company: CEGOC – TEA, Lda./Hogrefe
2
Neuropsychological Assessment Batteries (children/adolescents)
•
•
BANC – Bateria de Avaliação Neuropsicológica de Coimbra (5-15 years)
NEPSY/NEPSY-II (2007) – Developmental Neuropsychological Assessment (3-16 ys)
•
•
•
•
•
CANTAB – Cambridge Neuropsychological Testing Automated Battery (4-90 ys)
Reitan Indiana Neuropsychological Test Battery (5-8 ys)
BENCI – Battery for Neuropsychological Evaluation of Children (6-11 ys)
LNNB-C – Luria-Nebraska Neuropsychological Battery for Children (8-12 ys)
Halstead Neuropsychological Test Battery for Older Children (9-14 yrs)
•
RBANS – Repeatable Battery for the Assessment of Neuropsychological Status (1289 ys)
•
HRNB – Halstead-Reitan Neuropsychological Battery (> 15 ys)
•
LNNB – Luria-Nebraska Neuropsychological Battery (> 15 ys)
•
NAB – Neuropsychological Assessment Battery (18-97 ys)
•
KBNA – Kaplan Baycrest Neurocognitive Assessment (20-89 ys)
•
NIH Toolbox [comprehensive set of neuro-behavioral measures that quickly assess cognitive, emotional,
sensory, and motor functions via iPad, which are being adapted for the Portuguese population]
3
Coimbra Neuropsychological Assessment Battery (BANC)
•
Purpose: BANC allows the assessment of basic and complex aspects
related to various neurocognitive functions and skills essential to the
ability to learn (at school, out of school), as well as the identification of
areas of positive and impaired neurocognitive functioning.
•
Structure/Tests: BANC includes a set of 15 neuropsychological tests
sufficiently vast and the most important neurocognitive functions
(Memory, Language, Attention, Executive Functions, Orientation,
Motricity and Laterality tests) that allows a comprehensive assessment of
the neurocognitive development of children and adolescents.
•
BANC is an indispensable and complementary instrument to Wechsler
Intelligence Scales (WISC-III or WPPSI-R).
4
Coimbra Neuropsychological Assessment Battery (BANC)
Memory
Attention
and
Executive
Functions
Language
BANC
Orientation
Laterality
Motor skills
5
Coimbra Neuropsychological Assessment Battery (BANC): TESTS
Memory
1. Memory of Stories/Narrative Memory test [Memória de Histórias]:
Stories A-B (5 - 9 years) OR Stories C-D (10 - 15 years); Immediate recall; Delayed recall;
Delayed recognition
2. Word List Memory test [Lista de words] (5 - 15 years): Immediate recall - 1st
Trial; Total Interference; Delayed Recall - Short Interval; Delayed Recall - Long Interval;
Delayed recognition; Total Learning
3. Rey Complex Figure test [Fig. C. de Rey] (5 - 15 years): Copy; Delayed Recall Short Interval; Delayed Recall - Long Interval
4. Face Recognition test [Reconhecimento de Faces] (5 - 15 years): Immediate
recognition; Delayed recognition
5. Corsi Block Test [Tabuleiro de Corsi] (5 - 15 years).
6
Coimbra Neuropsychological Assessment Battery (BANC): TESTS
Language
6. Phonological Awareness test [Consciência Fonológica]: Elimination
subtest (6 - 15 years); Substitution 1 subtest (6 - 9 years) or Substitution 2
subtest (10 - 11 years)
7. Rapid Naming test [Nomeação Rápida]: Colors subtest (5 - 6 years); Digits
subtest (7 - 15 years); Shape and Colors subtest (7 - 15 years)
8. Comprehension of Instructions/ Token test adapt. [Compreensão de
Instruções]:
(5 - 15 years)
7
Coimbra Neuropsychological Assessment Battery (BANC): TESTS
Attention/Executive Functions
9. Cancellation [Cancelamento]: 2 Signs Test (5 - 9 years) or 3 Signs Test (10 - 15 years)
10. Trails/Trail Making Test adapt. [Trilhas]: Part A (6 - 15 years); Part B (7 - 15 years)
11. Verbal Fluency [Fluência Verbal]: Semantic subtest (5 - 15 years); Phonemic subtest (7 -
15 years)
12. Tower/ Tower of London adapt. [Torre] (5 - 15 years): Trials performed; Problems
Successfully Performed; Problems Successfully Performed at 1st Trial
8
Coimbra Neuropsychological Assessment Battery (BANC): TESTS
Orientation
13. Orientation Test [Orientação]
Motor skills
14. Motricity Board [Tabuleiro de Motricidade]: Dominant Hand; NonDominant Hand; Both Hands
Laterality
15. Laterality test [Lateralidade]
9
IMCEN_Neuropsychological Assessment_Coimbra Neuropsychological Assessment Battery (BANC)
• Administration: Individual (120 minutes)
• Normative sample: large normative sample (N = 1104), representative of
•
•
•
•
•
the children and adolescents Portuguese population (5 to 15 years old) and
stratified by the following criteria:
Age: ≈100 children per age group (5 -15 years old);
Gender: the same number of boys (n = 550) and girls (n = 554);
Education/School level: ≈100 children from preschool to 10th grade;
Residence Area: predominantly urban; mostly urban and predominantly
rural.
Geographic Region: coastal and interior.
• Norms: by age 5 -15 years old.
Scores:
•
•
Standardized test results (normative groups with amplitudes of 1 year).
Standardized results by Global Index (Language, Memory and
Attention/Executive Functions).
10
Coimbra Neuropsychological Assessment Battery (BANC): Psychometric Properties
Numerous psychometric studies (reliability and validity), unparalleled in the
national panorama:
Reliability:
•
•
Internal consistency and test-retest
Interscorer agreement between examiners (Rey Complex Figure test)
Validity:
•
•
•
•
•
Confirmatory factor analysis and two-factor confirmatory factor analysis
Structural invariance analysis
Correlation with school results
Correlation with other cognitive tests (e.g., WISC-III, MPCR)
Investigations with 12 special groups (+ 500 children and adolescents
tested in these special groups
11
Coimbra Neuropsychological Assessment Battery (BANC): Strengths (I)
•
Allows the characterization of the neurocognitive profile (and a better
understanding of the preserved and / or deficient functions) of children and
adolescents:
■ with typical development,
■ with Neurodevelopmental Disorders or brain injuries/dysfunctions.
•
Enables the identification of neurocognitive profiles (with indicators of
sensitivity, specificity and abnormally low results) commonly present in
Neurodevelopmental Disorders (e.g., Dyslexia, ADHD, etc.) and in other
brain injuries / disorders, helping in their diagnosis.
•
It allows the analysis of the variability, fluctuation or developmental
trajectory of the performance associated with the recovery or deterioration
of one or more functions.
12
Coimbra Neuropsychological Assessment Battery (BANC): Strengths (II)
•
Standardized tests on the same and single measurement sample (cf. NEPSYII using two different samples), with a comparable metric for the various
tests, tasks and global indexes.
•
BANC includes several tests / tasks that allow examining the “same”
function.
•
With flexible application, allowing the administration of isolated tests.
13
Coimbra Neuropsychological Assessment Battery (BANC): Strengths (III)
Discriminative validity of BANC scores in 12 special groups of children
and adolescents:
•
Neurological problems (e.g., traumatic brain injury, epilepsy*);
•
Behavioral disorders (e.g., Hyperactivity Disorder/Attention Deficit Disorder*,
Opposition*);
•
School problems (e.g., specific learning difficulties, Dyslexia*, intellectual
giftedness);
•
Cognitive deficits (e.g., intellectual difficulties, borderline intellectual
functioning*);
•
Developmental disorders (e.g., specific language developmental disorder*);
•
Social risk (e.g., victims of abuse or neglect, juvenile delinquency).
* see publications
14
Coimbra Neuropsychological Assessment Battery (BANC): REFERENCES / MANUALS
•
Simões, M. R., Albuquerque, C. P., Pinho, M. S., Vilar, M., Pereira, M., Lopes, A. F., SeabraSantos, M. J., Alberto, I., Lopes, C., Martins, C., & Moura, O. (2016). Bateria de Avaliação
Neuropsicológica de Coimbra (BANC): Manual Técnico. Lisboa: Cegoc. [343
páginas] ISBN: 978-972-8817-90-9
•
Simões, M. R., Albuquerque, C. P., Pinho, M. S., Vilar, M., Pereira, M., Lopes, A. F., SeabraSantos, M. J., Alberto, I., Lopes, C., Martins, C., & Moura, O. (2016). Bateria de Avaliação
Neuropsicológica de Coimbra (BANC): Manual de Administração e cotação. Lisboa:
Cegoc. [174 páginas] ISBN: 978-972-8817-91-6
15
Coimbra Neuropsychological Assessment Battery (BANC): REFERENCES /ARTICLES (I)
•
•
•
•
•
•
Dias, A. A., Albuquerque, C. P., & Simões, M. R. (2019). Memory and linguistic/executive
functions of children with Borderline Intellectual Functioning*. Applied Neuropsychology:
Child, 8(1), 76-87. doi.org/10.1080/21622965.2017.1384924
Moura, O., Albuquerque, C.P., Pinho, M.S., Vilar, M., Lopes, A. F., Alberto, I., Pereira, M.,
Santos, M. J. S., & Simões, M. R. (2018). Factor structure and measurement invariance of
the Coimbra Neuropsychological Assessment Battery (BANC). Archives of Clinical
Neuropsychology, 33(1), 66-78. doi. 10.1093/arclin/acx052
Moura, O., Pereira, M., Alfaiate, C., Fernandes, E., Fernandes, B., Nogueira, S., Moreno, J.,
& Simões, M.R. (2017). Neurocognitive functioning in children with developmental
dyslexia and attention-deficit/hyperactivity disorder*: Multiple deficits and diagnostic
accuracy. Journal of Clinical and Experimental Neuropsychology, 39(3), 296-312. doi.
10.1080/13803395.2016.1225007
Moura, O., Moreno, J., Pereira, M., & Simões, M. R. (2015). Developmental Dyslexia* and
Phonological Processing in European Portuguese Orthography. Dyslexia, 21(1), 60-79. doi:
10.1002/dys.1489 doi. 10.1002/dys.1489
Moura, O., Simões, M. R., & Pereira, M. (2015). Executive Functioning in Children with
Developmental Dyslexia*. The Clinical Neuropsychologist, 28, Suppl. 1, S20-41. doi.
10.1080/13854046.2014.964326
Moura, O., Simões, M. R., & Pereira, M. (2015). Working Memory in Portuguese Children
with Developmental Dyslexia*. Applied Neuropsychology: Child, 4(4), 237-248.
https://doi.org/10.1080/21622965.2014.885389
16
Coimbra Neuropsychological Assessment Battery (BANC): REFERENCES /ARTICLES (II)
•
•
•
•
Lopes, A. F., Monteiro, J. P., Fonseca, M. J., Robalo, C. & Simões, M. (2014). Memory
functioning in children with epilepsy: Frontal lobe epilepsy, childhood absence epilepsy
and benign epilepsy with centro-temporal spikes*. Behavioural Neurology. Article ID
218637, 8 pages. http.//dx.org/10.1155/2014/218637
Lopes, A. F., Simões, M. R., Robalo, C. N., Fineza, I., & Gonçalves, O. B. (2010). Evaluación
neuropsicológica en niños con epilepsia: Atención y funciones ejecutivas en epilepsia del
lóbulo
temporal*.
Revista
de
Neurología,
5,
265-272.
https://doi.org/10.33588/rn.5005.2009452
Lopes, R., Simões, M. R., & Leal, A. J.R. (2014). Neuropsychological abnormalities in
children with the Panayiotopoulos syndrome point to parietal lobe dysfunction*. Epilepsy
& Behaviour, 31, 50-55. doi. 10.1016/j.yebeh.2013.11.013
Lopes, R., Simões, M. R., Ferraz, L., Leal, A.R. (2014). The Mismatch Negativity Potential
(MMN) as a tool for the functional mapping of temporal lobe epilepsies*. Epilepsy &
Behaviour, 33, 87-93. 10.1016/j.yebeh.2014.02.017
17
BANC Face Recognition Test / Teste de Reconhecimento de Faces
Evaluates the ability to recognize faces,
immediately after their presentation and
after a fixed time interval
18
BANC Memory for Stories test/Narrative Memory /Teste de Memória de Histórias
Story A: “Birthday Party”
Story B: “The day at the Beach”
Story C: “The Iberian Lynx”
Story D: “First aerial crossing”
It evaluates long-term memory through the oral presentation of
conceptual material. The effective response to the test also implies
attention, listening, coding, verbal information comprehension,
planning, organization and sequencing skills.
19
BANC
Word List Memory test
Teste de Lista de Palavras
It evaluates learning and verbal memory (short-term memory,
long-term memory) and specific mnesic processes, such as
information encoding, retention capacity, evocation, recognition
and susceptibility to interference.
20
BANC
Rey-Osterrieth Complex Figure (ROCF) test
Figura Complexa de Rey
21
BANC
Rapid Naming / Nomeação Rápida
▪ It evaluates in an integrated way
the
speed
of
information
processing, attention, self-control,
the establishment of connections
between visual perception and
articulation, the activation and
integration
of
semantic
information, temporal sequencing,
as well as long-term memory.
BANC
Rapid Naming / Nomeação Rápida
▪ Rapid Naming Test COLOURS
▪ Rapid Naming Test DIGITS
▪ Rapid Naming Test FORMS AND COLOURS
Tests:
▪ Rapid Automatized Naming (RAN) or Rapid Serial Naming – Single Category (RSN – SC):
appeal to a single semantic category - Colors or Digits
▪ Rapid Alternating Stimulus (RAS) or Rapid Serial Naming – Alternate Category (RSN –
AC): imply access to two or more semantic categories - Shapes and Colors
Time
Errors
BANC: Comprehension of Instructions /Compreensão de Instruções
▪ It essentially evaluates receptive
language, at the semantic and
syntactic level, as well as the
processing
of
auditory-verbal
information.
▪ It also appeals to other skills, such
as working memory, short-term
memory, attention and verbal and
sequential reasoning.
▪ Like other Instruction Comprehension
tests, with special emphasis on the
Token Test.
BANC Phonological Awareness / Consciência Fonológica
▪ The Elimination and
ELIMINATION
Substitution subtests that
make up the Phonological
Awareness test assess
phonemic awareness
through metalinguistic
manipulation activities,
such as the elimination or
replacement of
phonological segments.
SUBSTITUTION
BANC
Verbal Fluency / Fluência Verbal
▪ The Semantic* and Phonemic* Verbal Fluency tests are considered as
evaluating, mainly, the executive functions (more specifically, initiative / ability
to initiate the systematic search of words and the alternation of responses;
attention and self-monitoring / control of responses; flexibility; use of recovery
strategies in the time available, abstract thinking), but also language (ability to
quickly access the internal lexicon and search for words of specific categories
stored in memory) and memory (semantic memory).
• Semantic:
- Animals,
- Foods,
- Children’s names
** Phonemic (letters, words):
-P
-M
-R
BANC
TOWER (adapt Tower of London) / Torre
▪ Evaluates executive problem solving skills and planning.
BANC
Cancellation Test / Cancelamento de Sinais
▪ Evaluates attention (selective visual attention and sustained visual attention).
BANC
Trail Making Test / Trilhas
Evaluates:
▪ sustained visual attention, ability to explore and visospatial sequencing (Part A) and
▪ mental flexibility and ability to inhibit responses (Part B).
BANC Laterality / Lateralidade
▪ Evaluates laterality
for the hand as well as the right and left recognition of itself
Laterality items for the hand
(example):
BANC
Motor Pegboard / Tabuleiro de Motricidade
▪ Evaluates manual and digital dexterity
(speed, precision and coordination of hand and finger movements)
TESTS
Examined Functions
(Laterality + Motricity)
Laterality
▪laterality for the hand
▪ right and left recognition of itself
Motor
Pegboard
Manual and digital dexterity.
Velocity.
Precision.
Coordination of movements (hands and fingers).
TESTS
Examined Functions
(MEMORY)
Orientation
General, temporal, spatial and memory orientation
Face Recognition
Ability to recognize faces.
Memory for
Stories/Narrative
Memory
Long-term memory.
Attention skills, listening, coding, understanding verbal information,
planning, organizing and sequencing.
Verbal/Word List
Learning and verbal memory (short-term memory, long-term memory).
Specific memory processes, such as information encoding, retention
capacity, evocation, recognition and susceptibility to interference.
Rey Complex Figure
Test
Visual memory, constructive visuospatial skills.
Cognitive processes associated with executive functioning (planning,
organization and problem solving).
Corsi Block
Spatial / non-verbal memory.
Visual-spatial processing.
TESTS
Examined Functions
(ATENTION + EXECUTIVE FUNCTIONS)
Semantic and
Executive functions (more specifically, initiative / ability to start the
Phonemic Verbal systematic search for words and alternating responses; attention and selfFluency
monitoring / control of responses; flexibility; use of recovery strategies in
the time available; abstract thinking).
Language (ability to quickly access the internal lexicon and search for words
from specific categories stored in memory).
Memory (semantic memory).
Tower
Executive problem solving skills. Planning.
Cancellation
Attention (selective visual attention and sustained visual attention).
Trail
Sustained visual attention, the capacity for exploration and visual-spatial
sequencing (Part A).
Mental flexibility and the ability to inhibit responses (Part B).
TESTS
Examined Functions
(LANGUAGE)
Rapid Naming
Speed ​of information processing.
Attention. Self-control.
Establishment of connections between visual perception and
articulation, activation and integration of semantic information,
temporal sequencing.
Long-term memory.
Comprehension of
Instructions
Receptive language, at the semantic and syntactic level, as well
as the processing of auditory-verbal information.
Working memory. Short term memory.
Attention.
Verbal and sequential reasoning.
Phonological
Awareness
(Elimination and
Substitution subtests)
Metalinguistic manipulation activities,
such as the elimination or replacement of phonological
segments
Normative Studies
BANC: Normative Studies
Distribution of the normative sample by age and sex (male/female)
BANC: Normative Studies
Distribution of the normative sample by geographical area (Coastline/Litoral, Inland/Interior)
and urban area (Predominantly Urban, Moderately Urban, Predominantly Rural)
BANC: Estudos Normativos
Resultados padronizados para cada Teste e Índice Factorial
Confirmatory Factor Analysis
Confirmatory Factor Analysis
▸ Confirmatory Factor Analysis and Invariance Analysis
o IBM SPSS Amos 20
o maximum likelihood estimation)
o Matrix of covariance
▸ Tests
o Memory, Language and Attention
Moura, O., Albuquerque, C.P., Pinho, M.S., Vilar, M., Lopes, A. F.,
Alberto, I., Pereira, M., Santos, M. J. S., & Simões, M. R. (2018).
Factor structure and measurement invariance of the Coimbra
▸ Sample
Neuropsychological Assessment Battery (BANC). Archives of
o 7 to 15 years; N = 833 Clinical Neuropsychology, 33(1), 66-78. doi:10.1093/arclin/acx052
Confirmatory Factor Analysis
CFI
RMSEA
SRMR
3 Fatores Correlacionados
.960
.042
.045
3 Fatores Não Correlacionados
.880
.073
.125
AFC Bifatorial
.921
.062
.077
4 Fatores
(Memória Verbal, Memória Visual, Linguagem e
Atenção/FE)
5 Fatores
(Memória Verbal, Memória Visual, Linguagem,
Atenção e FE)
modelo inadmissível
r > 1 Memória Visual e Atenção/Funções Executivas
modelo inadmissível
r > 1 Atenção e Funções Executivas
Confirmatory Factor Analysis
Invariance Analysis
7-9 years vs. 10-15 years
CFI
SRMR
RMSEA
2
df
df
2
CFI
Configural
.960
.059
.031
565.255
318
Métrica
.958
.064
.030
590.153
335
17
24.898, p = .097
-.002
Escalar
.941
.064
.035
719.123
355
37
153.868, p <.001
-.019
Escalar
(parcial)
.960
.064
.029
593.156
354
36
27.901, p = .831
.000
Administration Process
BANC Tests: Administration order
First Part
Orientation
Second Part
Third Part
Fourth Part
Memory for Stories
Rey Complex Figure
Word List
(Immediate recall)
(Copy)
(Immediate Recall)
Tower
Semantic Verbal Fluency
(Learning List;
Interference List;
Free Delayed Recall – Short Interval)
Laterality
Signal Cancellation
Rey Complex Figure
Trail
Face Recognition
Rapid Naming
Phonemic Verbal
Fluency
Face Recognition
(Delayed Recall)
Memory for Stories
(Delayed Recall and Recognition)
(Delayed Recall – Short Interval)
Comprehension of
Instructions
Phonological Awareness
Rey Complex Figure
(Delayed Recall – Long Interval)
Corsi Block
Motor Pegboard
Word List
(Free Delayed Recall – Long Interval;
Delayed Recognition)
Results Interpretation
Standardized Scores/Results: Classification
▸ BANC allows the conversion of the following results:
o Conversion/Transformation of Raw Scores into Standardized Scores (M = 10; SD =
3) for each of the tests according to the age of the child or adolescent
o Conversion/Transformation of the sum of the Standardized Scores of some tests on
Global Indexes (M = 100; SD = 15 and percentile note) of Memory, Language, and
Attention/Executive Functions (Indexes).
Context of Interpretation of Results
▸ INTERVIEW(S):
o Reason for the Assessment
o History (developmental, clinical/medical, educational/school, family, social,
emotional, …)
o Medical or school exams and reports
▸ Use of several interlocutors:
o Parents
o Teachers
o Child or adolescent
Context of the Interpretation of the Results
▸ Integration of results and information obtained in the remaining evaluation protocol
carried out:
o WISC-III* or WPPSI-R
o Other tests/instruments: D2, Reading tests, Conners, CBCL, TRF, SCICA, YSR, CDI,
STAI-C, PHSCS-2, ...
▸ Behavior Observation:
o Important in the qualitative analysis of the performances in the different BANC
tests
NEUROPSYCHOLOGICAL ASSESSMENT
CHILDREN AND ADOLESCENTS: ATTENTION
26.09.2023
Luís Pires
lpires@fpce.uc.pt
Attention
•
Attention is a cognitive experience that is
self-evident, yet difficult to characterize.
“Everyone knows what attention is. It is the
taking possession by the mind in clear and vivid
form, of one out of what seem several
simultaneously possible objects or trains of
thought...It implies withdrawal from some
things in order to deal effectively with others.”
William James, Principles
of Psychology (1890)
Attention is the cognitive processs of selectvely concentrating on one aspect of the external
or internal environment while ignoring other aspects.
Attention
Humans are constantly flooded with an infinite number of signals
from both outside and within. Attention frames this input
regarding the available capacity.
Attentional processes facilitate cognitive and
behavioural performance in several ways:
1. Serve to reduce the amount of information
that will receive additional focused and
sustained processing by the brain.
2. Enable a larger amount of information to
receive additional processing.
3. Facilitate the selection of salient information
and the allocation of cognitive processing
appropriate to that information.
Attention
Humans have a limited attentional
capacity. We cannot process an infinite
amount of information
simultaneously.
Factors that limit attentional performance:
1. Structural (affect global attention)– memory,
neural processing speed, the nature of temporal–
spatial representations.
2. Energetic– arousal (energetic state) and effort
(reinforcement–motivational influences).
Attention
Attention - Theories
• Attention affects our perception…
CHANGE BLINDNESS
Attention - Theories
CHANGE BLINDNESS
Failing to notice big changes
in the environment.
Demonstrates limited capacity to take
in all aspects of a scene at the same
time (in the example, focus on giving
directions does not allow to focus on
the person asking for directions)
Attention - Theories
INATTENTIONAL
BLINDNESS
Attention - Theories
•
Attention may be needed to bind together different aspects of conscious
perception (e.g. shape and color, sound and vision)
INATTENTIONAL BLINDNESS
Failing to see visible objects when our attention is directed elsewhere
Attention - Theories
Donald Broadbent
Attention - Theories
‘Early Selection’ Attention Model
‘Early Selection’ and ‘Leaky Filter’ Attention Model
Attention - Theories
‘Late Selection’ Attention Models
•
Selection does note occur until
meaning has been processed.
NEUROPSYCHOLOGICAL ASSESSMENT
CHILDREN AND ADOLESCENTS: NEUROPSYCHOLOGICAL
ASSESSMENT OF ATTENTION –CANCELLATION TEST
26.09.2023
Luís Pires
lpires@fpce.uc.pt
ATTENTION
Cancelation Tests
1000 squares
25 x 40
Cancellation test (BANC)
signs – 5-9 years old
Neuropsychological Assessment – Divided 2Attention
3 signs 10-15 years old
ATTENTION
Cancellation test (BANC)
Neuropsychological Assessment – Divided Attention
Administration Video (7mins) – Ana Filipa Lopes
(Centro de Desenvolvimento da Criança Torrado
da Silva do Hospital Garcia de Orta) e Ricardo (7
anos)
Practical Exercise in Class
ATTENTION
Cancellation test (BANC)
Neuropsychological Assessment – Divided Attention
Time Limit – 10 minutes
Measures:
- total number of hits (items correctly selected, each 1 point)
- total number of errors (items wrongly selected – false positives)
- total number of omissions (not selecting the target symbol – false
negatives)
The total score (maximum 37.5 points) is calculated by:
The higher the total scores, the better the subjects’ performance.
ATTENTION
Cancellation test (BANC)
Neuropsychological Assessment – Divided Attention
Other main outcomes:
Performance monitorization (every 2 mins or every 5 mins) – allows
better differentiation between sustained and selective attention processes,
between more automatic or more controlled attention processes.
The Work Efficiency (WE) it’s calculated by: WE = H - (E+O). It is a
measure of the subject’s work quality;
The Dispersion Index (DI), corresponding to the percentage of mistakes
committed during the test, allows to understand if the results obtained on
the WE were influenced by a response pattern of impulsivity (errors) or
inattention (omissions).
This index is calculated by:
THANK YOU FOR YOUR ATTENTION!
(OBRIGADO PELA VOSSA ATENÇÃO!)