A pattern of test findings predicting attention problems at school

Abstract

The aim of this study was to identify different types of neuropsychological test profiles that would predict attention problems at school. Forty-six children with mild developmental disorders, among whom a high frequency of attention deficit disorder (ADD) was expected, were examined just before they started school. The tests were mainly drawn from a new assessment, called NEPSY, and corresponded to the various components of attention. The test profiles were grouped with the aid of a Q-type factor analysis into five subgroups. The test profiles of two of the subgroups were suggestive of attention deficits. The predictions were based on difficulties in tests aimed to evaluate impulse control, sustained attention, and selective attention. As such findings were found in both of the subgroups they were collapsed into one. Half a year later the collapsed subgroups were found to have a higher frequency of attention problems at school than the other three subgroups.