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Journal of Pediatric Psychology Advance Access originally published online on January 13, 2008
Journal of Pediatric Psychology 2008 33(9):999-1014; doi:10.1093/jpepsy/jsm138
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© The Author 2008. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

This article appears in the following Journal of Pediatric Psychology issue: Special Issue: Evidence-based Assessment in Pediatric Psychology [View the issue table of contents]

Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology

Jonathan M. Campbell, PhD1, Ronald T. Brown, PhD2, Sarah E. Cavanagh, MEd1, Sarah F. Vess, MEd1 and Mathew J. Segall, BA1

1University of Georgia, and 2Temple University

All correspondence concerning this article should be addressed to Prof. Jonathan M. Campbell, PhD, University of Georgia, Department of Educational Psychology and Instructional Technology, 325-J Aderhold Hall, Athens, GA 30602-7143, USA. E-mail: jmcmpbll{at}uga.edu


  Abstract

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."

Key words: assessment; cognitive functioning; evidence-based; neuropsychology; pediatric psychology.

Received December 31, 2006; revision received December 20, 2007; accepted December 20, 2007


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