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Table 1 Outcomes measures

From: Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach

  Measure Informant T1 T2 T3
Primary outcomes Creature counting: subtest of Test of Everyday Attention for Children [18], measures attentional control and switching child * * *
Score!: subtest of Test of Everyday Attention for Children [18], measures sustained attention child * * *
Digit span: subtest of Wechsler Intelligence Scale for Children-III [19], measures verbal working memory child * * *
Span board: subtest of Wechsler Non Verbal [21], measures visual working memory child * * *
Word list interference: subtest from Nepsy-II-nl [20], this subtest is designed to asses verbal working memory, repetition and word recall following interference. child * * *
Six part test: subtest from Behavioural Assessment of the Dysexecutive Syndrome for Children [22], measures planning, task scheduling and performance monitoring child * * *
Inhibition: subtest from nepsy-II-nl [20], measures the ability to inhibit automatic responses in favor of novel responses and the ability to switch between respons types. child * * *
Behaviour Rating of Executive Functions (BRIEF): 70 item questionnaire designed to assess executive functioning in the home and school environments [23] parent/teacher * * *
Dictation (PI dictee, 16): measures spelling skills child * * *
Automated math (Tempo Test Automatiseren,15): measures degree of automation of addition, subtraction, multiplication and division. child * * *
Speed reading (Een Minuut Test, 17): measures technical literacy child * * *
Comprehension of instruction: subtest from nepsy-II-nl [20], measures the ability to receive, process and execute oral instructions of increasing syntactic complexity. child * * *
Secondary outcomes Learning conditions test (Leervoorwaarden test, 24): 70 item questionnaire that measures directly and indirectly learning conditions as concentration, motivation, work rate, task orientation, working according to a plan, persistency, social position in class and relationship with peers and teacher. teacher * * *
Child Behavior Checklist for Ages 6–18 (CBCL/6-18, 25): 113 item questionnaire designed to measure behaviour problems. parent * * *
Teacher’s Report Form for Ages 6–18 (TRF, 26): 113 item questionnaire designed to measure behaviour problems. teacher * * *
I-DISC-IV (Diagnostic Interview Schedule for Children, 27): structured diagnostic telephonic interview, registered via the internet. Measures presence of symptoms and criteria variables as defined by the DSM-IV [14]. Only the domains ADHD, ODD and CD are administered. parent *   
Social Communication Questionnaire (SCQ, 28): is a quick screening questionnaire of 40 items for autism spectrum disorders. parent *   
Kidscreen 27[29]: 27 item questionnaire that measures quality of life with the dimensions physical well-being, psychological well-being, autonomy & parents, peers & social support and school environment. child/parent * * *
Intelligence Quotient ** Shortened version of Wechsler Intelligence Scale for Children III[19]: subtest Similarities, Block Design, Vocabulary and Information which gives an estimation of the Total IQ child *   
  1. T1 = baseline T2 = directly after treatment T3 = follow up after 6 months.
  2. ** Intelligence Quotient is only administered if IQ data are not available or when an IQ test has been administered more than two years ago.