Evidence-based assessment of cognitive functioning in pediatric psychology.
OBJECTIVE
To review the evidence base for measures of cognitive functioning frequently used within the field of pediatric psychology.


METHODS
From a list of 47 measures identified by the Society of Pediatric Psychology (Division 54) Evidence-Based Assessment Task Force Workgroup, 27 measures were included in the review. Measures were organized, reviewed, and evaluated according to general domains of functioning (e.g., attention/executive functioning, memory).


RESULTS
Twenty-two of 27 measures reviewed demonstrated psychometric properties that met "Well-established" criteria as set forth by the Assessment Task Force. Psychometric properties were strongest for measures of general cognitive ability and weakest for measures of visual-motor functioning and attention.


CONCLUSIONS
We report use of "Well-established" measures of overall cognitive functioning, nonverbal intelligence, academic achievement, language, and memory and learning. For several specific tests in the domains of visual-motor functioning and attention, additional psychometric data are needed for measures to meet criteria as "Well established."
Campbell
Jonathan M
JM
University of Georgia, Department of Educational Psychology and Instructional Technology, 325-J Aderhold Hall, Athens, GA 30602-7143, USA. jmcmpbll@uga.edu
Brown
Ronald T
RT
Cavanagh
Sarah E
SE
Vess
Sarah F
SF
Segall
Mathew J
MJ
D000124:Achievement; D001288:Attention; D003072:Cognition Disorders / Q000175:diagnosis* / Q000523:psychology; D019317:Evidence-Based Medicine / Q000592:standards*; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology; D008568:Memory; D009483:Neuropsychological Tests / Q000592:standards*; D011594:Psychometrics / Q000706:statistics & numerical data; D011597:Psychomotor Performance; D015203:Reproducibility of Results