Comparing the TOMAL, CPT, and WISC-III: Are memory, attention and intelligence related?

16 Abstracts from the 18th Annual Meeting are discussed in terms of two recent theories of autism that predict primary deficits in executive functioning (Pennington & Ozonoff, 1996) and central coherence (Happe, 1995). Sample educational recommendations that address the client's information processing style are also provided. Raggio, D. J., D'Amato, R., & Hoerig, D. Comparing the TOMAL, CPT, and WISC-III: Are Memory, Attention and Intelligence Related? A learning disorder (LD) is a term given to a collection of disabilities that prevent children with near average, or above-average intelligence fi:om achieving. Estimates of the relevance of LD are 3 to 15% of school-age children. Children with LD have memory and attention deficits when compared to children in regular education classrooms. In an effort to better understand these differences, this study evaluated the relationships between paper and pencil memory tests, computerized attention or vigilance tests, and traditional tests of intelligence with elementary LD children. Memory, or the ability to retain information, was evaluated using the Test of Memory and Learning (TOMAL). Attention, which is the ability to assimilate a specific stimulus for future processing was measured with the Conner's CPT and intelligence was measured with the Weschler Intelligence Scale for Children-Third Edition (WlSC-III). A total of 80 subjects, who were defined as LD by the school district, participated in the study. They were diagnosed using a discrepancy model with the Woodcock-Johnson Test of Achievement and the Weschler Intelligence Scale for Children (WISC-III). A significant relationship existed between the paper and pencil TOMAL and the WISC-III indicating that general memory and intelligence are closely related. In contrast, the correlations between the TOMAL and the CPT were not significant. Although neuropsychological practitioners have typically seen the TOMAL and the CPT as measuring similar constructions with LD children, data does not support that view. Additional research is needed to further evaluate relationships between the constructions of attention, memory, and intelligence. Raggio, D.J., & D'Amato, R. Assessment o f Arousal and Behavior in A D HD Children With and Without Hyperactivity. Comprehensive evaluations conducted by pediatric neuropsychologists are complemented by the use of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. To ensure a suitable diagnosis, measures and techniques such as interviews, direct observation, and behavioral sequelae via behavioral rating scales and measures of attention can add a valuable dimension to traditional neuropsychological examinations. This study, examines the Conners' Parent Rating Scale (CPRS), the Continuous Performance Test (CPT), and the Achenbach's Child Checklist Teacher Report Form in terms of their ability to differentiate Attention-Deficit Hyperactivity Disorder Combined Type (ADHD-CT) and Attention Deficit Hyperactivity Disorder-Inattentive Type (ADHD-I) child and adolescent patients. Since behavior rating scales have been shown to successfully discriminate between impaired and normal children, they offer neuropsychologists ecologically valid information for the development or remedial and compensatory activities. Moreover, the computerized CPT has been viewed a useful instrument for evaluating arousal in pediatric patients. Luria's notion that neuropsychologists should evaluate arousal or attention, information processing and planning has received much attention in the literature and some have seen his theories as offering the pediatric field considerable promise. The subjects were 64 children (males; 38% African American, 62% European American). They ranged in age from 5 to 12 years (Mean = 8, SD = 2) with all chil  (...truncated)