Top

Gepubliceerd in:

01-02-2020 | Artikelen

De Cognitieve Test Applicatie (COTAPP): geavanceerde computertest voor het meten van aandacht, informatieverwerking en executieve functies bij kinderen

Auteurs: Dr. Nanda Rommelse, Annemieke Brinkman, M.Sc., Dr. Dorine Slaats-Willemse, Prof. dr. Marieke E. Timmerman, Lieke Voncken, M.Sc., Dr. Patrick de Zeeuw, Dr. Marjolein Luman, Dr. Catharina Hartman

Gepubliceerd in: Kind en adolescent | Uitgave 1/2020

Samenvatting

De Cognitieve Test Applicatie (COTAPP) is een computertest gestoeld op wetenschappelijke kennis. De test meet aandacht, informatieverwerking en executieve functies van kinderen (met een mentale leeftijd) van 6–12 jaar. De normgroep bestaat uit een representatieve groep van N = 1.032 kinderen bij wie tevens intelligentie en schools en psychisch functioneren werden gemeten. Voor validiteitsonderzoek werden daarnaast N = 79 kinderen met ADHD onderzocht, en voor betrouwbaarheidsonderzoek deden in totaal N = 127 kinderen een hertest. De COTAPP genereert 22 basis- en 46 specialistische uitkomstmaten. De split-half-betrouwbaarheid is voor de meeste basis-uitkomstmaten goed. De test-hertestbetrouwbaarheid varieert voor de basis-uitkomstmaten van matig tot goed. Uit validiteitsonderzoek blijkt dat de uitkomstmaten samenhangen met intelligentie, schoolprestaties en ADHD. Meewegen van betrouwbaarheid en validiteit wordt aanbevolen bij interpretatie van de uitkomsten. Het onderzoek laat zien dat de COTAPP binnen korte tijd een betrouwbaar en valide cognitief sterkte-zwakteprofiel kan bepalen op het gebied van de aandacht, informatieverwerking en executieve functies.

vorige artikel Een vernieuwende blik op persoonlijkheidsproblematiek bij jongeren: van traditionele hokjes naar dimensioneel denken

volgende artikel Dynamisch testen van hoog- en normaalbegaafde kinderen

Alderson, R. M., Rapport, M. D., Kasper, L. J., Sarver, D. E., & Kofler, M. J. (2012). Hyperactivity in boys with attention deficit/ hyperactivity disorder (ADHD): the association between deficient behavioral inhibition, attentional processes, and objectively measured activity. Child Neuropsychology, 18, 487–505.PubMedCrossRef

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.PubMedCrossRef

Van den Burg, W., & Kingma, A. (1999). Performance of 225 Dutch school children on Rey’s Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data. Archives of Clinical Neuropsychology, 14, 545–559.PubMed

Centraal Bureau voor de Statistiek (2018). StatLine. Nederland in cijfers. https://opendata.cbs.nl/statline/#/CBS/nl/. Geraadpleegd op: 9 april 2018.

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290.CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2e druk.). Hillsdale: Erlbaum.

Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., De Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202.PubMedPubMedCentral

Deary, I. J., Liewald, D., & Nissan, J. (2011). A free, easy to use, computer-based simple four-choice reaction time programme: the Deary-Liewald reaction time task. Behavior Research Methods, 43, 258–268.PubMedCrossRef

Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45, 259–268.PubMedPubMedCentralCrossRef

Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., Rohde, L. A., Sonuga-Barke, E. J. S., Tannock, R., & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Review Disease Primers, 1, 15020.PubMedCrossRef

Fernández-Marcos, T., Fuente, C. de la, & Santacreu, J. (2018). Test-retest reliability and convergent validity of attention measures. Applied Neuropsychology, 25, 464–472.PubMedCrossRef

Fosco, W. D., & Hawk Jr., L. W. (2015). Relating lab to life: decrements in attention over time predict math productivitiy among children with ADHD. Child Neuropsychology, 23, 1–11.

Fosco, W. D., Sarver, D. E., Kofler, M. J., & Aduen, P. A. (2018). Parent and child neurocognitive functioning predict response to behavioral parent training for youth with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 10, 285–295.PubMedCrossRef

Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: a meta-analysis. Exceptional Children, 53, 199–208.PubMedCrossRef

Gerst, E. H., Cirino, P. T., Fletcher, J. M., & Yoshida, H. (2015). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology, 17, 1–27.

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586.CrossRefPubMed

Groth-Marnat, G. (1997). Handbook of psychological assessment (3e druk.). New York: Wiley.

Guilford, J. P. (1965). Fundamental statistics in psychology and education. New York: McGraw-Hill.

Hay, D. A., Bennett, K. S., Levy, F., Sergeant, J., & Swanson, J. (2007). A twin study of attention-deficit/hyperactivity disorder dimensions rated by the Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior (SWAN) scale. Biological Psychiatry, 61, 700–705.PubMedCrossRef

Hemphill, J. F. (2003). Interpreting the magnitude of correlation coefficients. American Psychologist, 58, 78–79.PubMedCrossRef

Hendriksen, J., & Hurks, P. (2010). WPPSI-III-NL Nederlandse bewerking. David Wechsler. Derde Editie NL. Technische handleiding. Amsterdam: Pearson Assessment and Information BV.

Hurks, P., Hendriksen, J., Dek, J., & Kooij, A. (2016). Accuracy of Short Forms of the Dutch Wechsler Preschool and Primary Scale of Intelligence: third edition. Assessment, 23, 240–249.PubMedCrossRef

Jaeggi, S. M., Buschkuehl, M., Perrig, W. J., & Meier, B. (2010). The concurrent validity of the N‑back task as a working memory measure. Memory, 18, 394–412.PubMedCrossRef

Karalunas, S. L., Geurts, H. M., Konrad, K., Bender, S., & Nigg, J. T. (2014). Annual research review: reaction time variability in ADHD and autism spectrum disorders: measurement and mechanisms of a proposed trans-diagnostic phenotype. Journal of Child Psychology and Psychiatry, 55, 685–710.PubMedCrossRef

Kofler, M. J., Rapport, M. D., Sarver, D. E., Raiker, J. S., Orban, S. A., Friedman, L. M., & Kolomeyer, E. G. (2013). Reaction time variability in ADHD: a meta-analytic review of 319 studies. Clinical Psychology Review, 33, 795–811.PubMedCrossRef

Kort, W., Schittekatte, M., Dekker, P. H., Verhaeghe, P., Compaan, E. L., Bosmans, M., & Vermeir, G. (2005). WISC-III-NL Wechsler Intelligence Scale for Children. David Wechsler. Derde Editie NL. Handleiding en verantwoording. Amsterdam: NIP Dienstencentrum.

Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: a review and theoretical appraisal. Clinical Psychology Review, 25, 183–213.PubMedCrossRef

Metin, B., Roeyers, H., Wiersema, J. R., Van der Meere, J., & Sonuga-Barke, E. (2012). A meta-analytic study of event rate effects on Go/No-Go performance in attention-deficit/hyperactivity disorder. Biological Psychiatry, 72, 990–996.PubMedCrossRef

Molitor, S. J., & Langberg, J. M. (2017). Using task performance to inform treatment planning for youth with ADHD: a systematic review. Clinical Psychology Review, 58, 157–173.PubMedCrossRef

Nigg, J. T. (2017). Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58, 361–383.CrossRefPubMed

Van der Oord, S., Geurts, H. M., Prins, P. J. M., Emmelkamp, P. M. G., & Oosterlaan, J. (2012). Prepotent response inhibition predicts treatment outcome in attention deficit/hyperactivity disorder. Child Neuropsychology, 18, 50–61.PubMedCrossRef

Parsons, T. D., McMahan, T., & Kane, R. (2017). Practice parameters facilitating adoption of advanced technologies for enhancing neuropsychological assessment paradigms. The Clinical Neuropsychologist, 32, 16–41.PubMedCrossRef

Pauli-Pott, U., & Becker, K. (2015). Time windows matter in ADHD-related developing neuropsychological basic deficits: a comprehensive review and meta-regression analysis. Neuroscience & Biobehavioral Reviews, 55, 165–172.CrossRef

Phillips, L. H. (1997). Do ‘frontal tests’ measure executive function? Issues of assessment and evidence from fluency tests. In I. P. Rabbit (red.), Methodology of frontal and executive function (pag. 191–213). London: Routledge.

Proctor, R. W., & Vu, K. P. L. (2006). Stimulus-respons compatibility principles: data, theory, and application. Boca Raton: CRC Press.CrossRef

Rapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. (2009). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): a ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 37, 521–534.PubMedCrossRef

Rigby, R. A., & Stasinopoulos, D. M. (2005). Generalized additive models for location, scale and shape. Applied Statistics, 54, 507–554.

Rommelse, N. N., Altink, M. E., Oosterlaan, J., Buschgens, C. J., Buitelaar, J., & Sergeant, J. A. (2008). Support for an independent familial segregation of executive and intelligence endophenotypes in ADHD families. Psychological Medicine, 38, 1595–1606.PubMedCrossRef

Rommelse, N. N., Altink, M. E., De Sonneville, L. M., Buschgens, C. J., Buitelaar, J., Oosterlaan, J., & Sergeant, J. A. (2007). Are motor inhibition and cognitive flexibility dead ends in ADHD? Journal of Abnormal Child Psychology, 35, 957–967.PubMedCrossRef

Rommelse, N. N., Geurts, H. M., Franke, B., Buitelaar, J. K., & Hartman, C. A. (2011). A review on cognitive and brain endophenotypes that may be common in autism spectrum disorder and attention-deficit/hyperactivity disorder and facilitate the search of pleiotropic genes. Neuroscience & Biobehavioral Reviews, 71, 21–47.CrossRef

Rommelse, N. N. J., Van der Meer, J. M. J., Hartman, C. A., & Buitelaar, J. K. (2016). Cognitive profiling useful for unraveling cross-disorder mechanisms: support for a step-function endophenotype model. Clinical Psychological Science, 4, 957–970.CrossRef

Rose, C. L., Murphy, L. B., Schickedantz, B., & Tucci, J. (2001). The effects of event rate and signal probability on children’s vigilance. Journal of Clinical and Experimental Neuropsychology, 23, 215–224.PubMedCrossRef

Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome, E. D., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of Consulting Psychology, 20, 343–350.PubMedCrossRef

Sattler, J. M. (2001). Assessment of children: cognitive applications (4e druk). San Diago: J. M. Sattler.

Schittekatte, M., Groenvynck, H., Fontaine, J. R. J., & Dekker, P. H. (2007). Aanvullend psychometrisch onderzoek met de Test of Everyday Attention for Children (TEA-Ch). Amsterdam: Harcourt Assessment Amsterdam B.V.

Seurinck, R., Vingerhoets, G., Vandemaele, P., Deblaere, K., & Achten, E. (2005). Trial pacing in mental rotation tasks. Neuroimage, 25, 1187–1196.PubMedCrossRef

Slobodin, O., Cassuto, H., & Berger, I. (2018). Age-related changes in distractibility: developmental trajectory of sustained attention in ADHD. Journal of attention disorders, 22(14), 1333–1343.PubMedCrossRef

Smidts, D. P., & Huizinga, M. (2009). BRIEF Executieve Functies Gedragsvragenlijst: handleiding. Amsterdam: Hogrefe.

De Sonneville, L. (2014). Handboek Amsterdamse Neuropsychologische Taken. Amsterdam: Boom test uitgevers.

Stasinopoulos, D. M., Rigby, R. A., Voudouris, V., Heller, G., & De Bastiani, F. (2015). Flexible regression and smoothing: the GAMLSS packages in R. Boca Raton: Chapman & Hall CRC.

Stuss, D. T., & Alexander, M. P. (2000). Frontal lobes and attentional processes and networks. Journal of the International Psychological Society, 12, 261–271.

Timmerman, M., Voncken, L., & Albers, C. J. (2019). A tutorial on regression-based norming of psychological tests with GAMLSS. https://doi.org/10.31219/osf.io/mdc9u.CrossRef

Vakil, E. (2012). Neuropsychological assessment: principles, rationale, and challenges. Journal of Clinical and Experimental Neuropsychology, 34, 135–150.PubMedCrossRef

Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyens, D. (2018). Crossing the bridge to elementary school: the development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42, 1–10.CrossRef

Voncken, L., Albers, C. J., & Timmerman, M. E. (2019). Model selection in continuous test norming with GAMLSS. Assessment, 26(7), 1329–1346.PubMedCrossRef

Willoughby, M. T., Blair, C. B., & The Family Life Project Investigators (2016). Measuring executive function in early childhood: a case for formative measurement. Psychological Assessment, 28, 319–330.PubMedCrossRef

Willoughby, M. T., Kuhn, L. J., Blair, C. B., Samek, A., & List, J. A. (2017). The test–retest reliability of the latent construct of executive function depends on whether tasks are represented as formative or reflective indicators. Child Neuropsychology, 23, 822–837.PubMed

De Zeeuw, P., Weusten, J., Van Dijk, S., Van Belle, J., & Durston, S. (2012). Deficits in cognitive control, timing and reward sensitivity appear to be dissociable in ADHD. PLoS ONE, 7, e51416.PubMedPubMedCentralCrossRef

Titel: De Cognitieve Test Applicatie (COTAPP): geavanceerde computertest voor het meten van aandacht, informatieverwerking en executieve functies bij kinderen
Auteurs: Dr. Nanda Rommelse
Annemieke Brinkman, M.Sc.
Dr. Dorine Slaats-Willemse
Prof. dr. Marieke E. Timmerman
Lieke Voncken, M.Sc.
Dr. Patrick de Zeeuw
Dr. Marjolein Luman
Dr. Catharina Hartman
Publicatiedatum: 01-02-2020
Uitgeverij: Bohn Stafleu van Loghum
Gepubliceerd in: Kind en adolescent / Uitgave 1/2020
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998
DOI: https://doi.org/10.1007/s12453-019-00228-1

Andere artikelen Uitgave 1/2020

Dynamisch testen van hoog- en normaalbegaafde kinderen

Artikelen

Reactie op Vogelaar en Hoogeveen

Debat

Neuropsychologische profielen van kinderen met een autismespectrumstoornis in relatie tot hun intelligentie

Artikelen

Intelligentieonderzoek komt van Venus en neuropsychologisch onderzoek van Mars?

Opmerkelijk

Woord vooraf aan het jubileumnummer van Kind en Adolescent (2020, nr 1)

De Sociale InformatieVerwerkingsTest ‘SIVT’ biedt inzicht in individuele verschillen in sociale informatieverwerking van kinderen en adolescenten met gedragsproblemen

Artikelen