Another article implicating dlPFC and P-FIT model of intelligence--Importance to general intelligence

Another study implicating dorsolateral prefrontal cortex (dlPFC) and PFIT model of intelligence with regard to general intelligence (g), working memory and white matter tract-moderated functional brain network connectivity. Supports significant components of the three-level explanatory model articulated in MindHub Pub #2.

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Dissertation Dish: Two new neuropsych studies involving WJ III, D-KEFS and NEPSY

Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling
by Mortimer, Jordana E., Ph.D., Texas Woman's University, 2011 , 247 pages; AAT 3464568

Abstract

Attention is a broad cognitive function that is thought to be a foundational skill necessary for all other neurocognitive operations. Differences in theoretical orientations have led to a lack of consensus regarding a specific definition of attention. Because attention theories have a direct impact upon cognitive assessments, continued debate has resulted in a failure to establish appropriate tasks which measure attention constructs. The purpose of this study was to determine the concurrent validity of the attention subscales of three commonly administered neurocognitive instruments: the Woodcock Johnson III Tests of Cognitive Abilities (WJ III COG; Woodcock, McGrew, & Mather, 2001c; Woodcock et al., 2007), the NEPSY: A Development Neuropsychological Assessment (Korkman, Kirk, & Kemp, 1998), and the Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001). Additionally, this study examined the underlying factor structure of the D-KEFS, NEPSY, and WJ III COG, and their fit with four theories of attention. The four theories which were analyzed are Mirsky and colleagues' (1991) model of attention, the Cattell-Horn-Carroll model of cognitive abilities (CHC theory; McGrew, 2005), the Conceptual Model for School Neuropsychological Assessment (SNP model; Miller, 2007, 2010), and a model which examines tasks based on auditory and visual modalities. Data was extracted from archival case studies submitted to the KIDS, Inc.'s School Neuropsychology Post-Graduate Certification Program, which included a mixed clinical sample of children, age 8 through 12. Correlations were utilized to determine relationships among attention subtests. Some evidence demonstrated similar internal consistency of the attention subtests within both the WJ III COG and the NEPSY. Less evidence was provided in support of the internal validity of the D-KEFS. Relationships between the theories and attention subtests were examined using structural equation modeling. Confirmatory factor analysis (CFA) was conducted to determine how well the various attention theories fit with the attention subtests. Results from the CFA, demonstrated the model which assessed attention using visual and auditory modalities indicated the best fit with the sample data when compared to the other models. Limitations of the current investigation as well as suggestions for future studies are also discussed.



Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theoriesby Avirett, Erin K., Ph.D., Texas Woman's University, 2011 , 244 pages; AAT 3464570

Abstract

Inconclusive research regarding the neurocognitive construct of executive functioning has restricted the development of valid pediatric executive functioning assessments (Floyd et al., 2006: Maricle, Johnson, & Avirett, 2010). Misunderstandings in the research have led to divergent executive functioning theories and assessment tasks. Therefore. it cannot be assumed that all executive functioning instruments are measuring the same construct. Given the common inclusion of executive functioning tasks in pediatric neuropsychological evaluations (Stuss & Alexander, 2000), it is important to determine the validity of executive functioning theories and assessment tools. Furthermore, because these evaluations are often administered to children with clinical diagnoses, it is important to assess validity issues with this group. Therefore, this study aimed to determine the concurrent validity of the executive functioning subscales of three commonly utilized neurocognitive instruments: the Woodcock Johnson III Tests of Cognitive Abilities (WJ III COG; Woodcock, McGrew, & Mather, 2001c), the NEPSY (Korkman, Kirk, & Kemp, 1998), and the Delis Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001). An associated purpose of this study was to determine the underlying factor structure of the WJ III COG, NEPSY, and D-KEFS, and their fit with three theories of executive functioning. The three theories that were analyzed include the Anderson, Levin, and Jacob (2002) model of executive functioning, the Cattell-Horn-Carroll theory of cognitive abilities (CHC theory; McGrew, 2005), and the Conceptual Model for School Neuropsychological Assessment (SNP model; Miller, 2007, 2010). Archival data was extracted from school neuropsychology case study reports. Children from a clinical sample, aged 8 through 12, were included in the study. Bivariate correlations were conducted in order to determine relationships among executive functioning subtests. These analyses revealed that executive functioning subtests appear to be measuring distinct abilities and are not interchangeable. Furthermore; the reliable use of most of these subtests within a clinical population was indicated. Level of fit between executive functioning models and sample data was depicted using structural equation modeling and analyzed using confirmatory factor analysis. The SNP conceptual model indicated the best fit with sample data.



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D-KEFS executive function battery information

No doubt about it. The area of executive function is hot in cognitive psychology and intellectual/neuropsychological assessment. One of the more frequent paths to the IQ Corner blog are people doing web searches for EF instruments, often the Delis-Kaplan Executive Function System (D-KEFS) battery.

I've never administered (nor do I own) a copy of the D-KEFS. However, I have posted information regarding D-KEFS research "as is"...without comment (since I've not done my homework with the battery). This is one of these posts. I just ran across a 2005 review of the D-KEFS in the Journal of Clinical and Experimental Neuropsychology (click here to view). In addition, I've made two prior posts re: the D-KEFS.

Enjoy.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, executive function, D-KEFS, intelligence, frontal lobe, IQ

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Asperger's and executive functioning

I ran across an interesting small-sample (but well controlled with subject matching) study in the recent issue of Neuropsychologia re: possible impairments in executive processes/function (EF) in adults with Asperger's Syndrome. The article presents a nice summary (in table form) of prior matched-control studies that have examined the performance of individuals with Asperger's on many classic executive function measures (e.g., Wisconsin Cart Sort Test; Delis-Kaplan).

The most important finding from this study is the possibility that specific EF deficits (viz., response initiation and intentionality, in particular the ability to engage and disengage actions in the service of overarching goals),may be associated with Asperger's, but this may not have emerged in prior research that has used traditional EF measures. IN particular, the authors identify two less frequently used EF measures (Behavioral Assessment of Dysexecutive Syndrome, BADS; Hayling Test) as being potentially important for clinicians to evaluate for possible diagnostic use.

• Hill, E. Bird, C. (2006) Executive processes in Asperger syndrome: Patterns of performance in a multiple case series Neuropsychologia,44, 2822–2835 (click here to view)
  

Abstract

• Mixed evidence exists for executive dysfunction in autism spectrum disorders (ASD). This may be because of the nature of the tasks used, the heterogeneity of participants, and difficulties with recruiting appropriate control groups. A comprehensive battery of ‘executive’ tests was administered to 22 individuals with Asperger syndrome and 22 well-matched controls. Performance was analysed both between groups and on an individual basis to identify outliers in both the ASD and control groups. There were no differences between the groups on all ‘classical’ tests of executive function. However, differences were found on newer tests of executive function. Specifically, deficits in planning, abstract problem solving and especially multitasking. On the tests that discriminated the groups, all of the ASD individuals except one were identified as significantly impaired (i.e. below the 5th percentile of the control mean) on at least one executive measure. This study provides evidence for significant executive dysfunction in Asperger syndrome. Greatest dysfunction appeared in response initiation and intentionality at the highest level—the ability to engage and disengage actions in the service of overarching goals. These deficits are best observed through using more recent, ecologically valid tests of executive dysfunction. Moreover, performance on these measures correlated with autistic symptomatology.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, Aspergers, autism, intelligence, IQ, executive system, executive function, Wisconsin Card Sort Test, WCST, Delis-Kaplan, BADS, Hayling test

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WJ III and D-KEFS validity study published

Randy Floyd et al. (2006) have just published, in the Journal of Psychoeducational Assessment, a correlation study that compared the relations between select WJ III (Woodcock-Johnson Battery--Third Edition) clinical clusters (viz., Working Memory, Cognitive Fluency, Broad Attention, Executive Processes) and measures from the D-KEFS (Delis-Kaplin Executive Function System). Being a co-author of the WJ III, I have an obvious potential conflict of interest regarding any conclusions (positive or negative) drawn by the authors. Thus, this is a simple FYI post. The reference, abstract, and link to the article is provided below for interested readers.

Floyd, R. et al. (2006). Relations Between the Woodcock-Johnson III Clinical Clusters and Measures of Executive Functions From the Delis-Kaplan Executive Function System. Journal of Psychoeducational Assessment, 24 (4), 303-317. (click here to view)

Abstract

• This study examined the convergent relations between scores from four clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III) and measures of executive functions using a sample of school-aged children and a sample of adults. The WJ III clinical clusters included the Working Memory, Cognitive Fluency, BroadAttention, and Executive Processes clusters, and the measures of executive functions were from the Delis-Kaplan Executive Function System (D-KEFS). Across both samples, all clinical clusters demonstrated evidence of statistically significant and moderate positive relations with at least some measures of executive functions. The Executive Processes cluster demonstrated relations with measures of executive functions that tended to be the strongest and most consistent of the WJ III clinical clusters. When these relations between the clinical clusters and the measures of executive functions were contrasted with the relations between the WJ III Comprehension-Knowledge cluster and the same measures of executive functions, results called into question the distinction between process and content but suggested that there is a common ability or common abilities underlying performance across all of the WJ III and D-KEFS measures.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, WJ III, D-KEFS, Woodcock Johnson, Delis-Kaplin, executive function, working memory, Gsm, attention, fluency, testing, intelligence, IQ scores