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Assessing attentional deficits with paper and pencil: A giant leap backward
Abstract
This study evaluated the effects of variations in two dimensions of a paper-and-pencil cancellation task on task performance by participants with Attention Deficit Hyperactivity Disorder, a clinically referred non-ADHD group, and non-referred controls. A total of 84 participants took part, 28 in each group. Each participant completed one of two versions of the task (a) Grid or (b) Letter. The Grid stimuli were squares divided into nine smaller squares, one of which was filled in black. Participants were presented with pages printed with 400 grids each. Grids with the lower right square filled in were identified as targets (60 per page) and others distractors. Participants were instructed to cancel all grids with the black square in the same place as the target. Similarly. in the Letter version, the letter "A" was the target and "M", "H". and "E" distractors. Each version of the task was presented to each participant in 2 formats, one a structured Row by Column (RC) format, the other a staggered or Pseudorandom (PR) format. Dependent measures included errors (omissions and commissions), correct cancellations, and a ratio of correct and error scores. Results indicated the performance of participants with ADHD differed significantly from that of their counterparts on total errors (TE) and accuracy ratio (AR), but not on total correct (TC). In general, performance by all participants was superior on the Letter version and the RC format, older participants performed better than younger, and the TE measure appeared to be most useful for distinguishing among groups. It is concluded that cancellation task is potentially viable as an ecologically valid tool for assessment of ADHD, but requires further refinement and evaluation. Implications for current practice and future research are discussed. It is suggested that revisions including use of the Letter version only, more extensive "randomization" of the PR materials, collapsing results across the two formats, and changes in task administration procedures would improve the task.
Subject Area
Psychotherapy
Recommended Citation
Riley, Tim R, "Assessing attentional deficits with paper and pencil: A giant leap backward" (1997). ETD collection for University of Nebraska-Lincoln. AAI9805524.
https://digitalcommons.unl.edu/dissertations/AAI9805524