![]() ![]() They were compared on Crack-the-Code (C-t-C) action-planning task, embedded and ambiguous figures and Theory of Mind tasks. The two groups were matched on age, gender, parental education, non-verbal and verbal ability. A group of 98 children (grades 4 and 6), derived from an initial group of 550, were assigned to an attention difficulties group (AD) and a control group (n = 49 each) based on their scores on a variety of cognitive attention measures and teacher scales of attention and hyperactivity. This study examined the planning performance of children with attention deficits, and also investigated the possible interactions between inattention and anxiety in the performance of executive function tasks. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers’ ratings using the ACL and the scores obtained by participants in the lab-type attention tests. In Study I, the rst objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. ![]() The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. ![]()
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