Processing Speed

Submitted To: Dr Muhammad Waseem Tufail

Subject: Child Psycho diagnostic and Assessment

Submitted By:

Nida Hanif

Laraib Zahra

Ehtisham Nazir

Adeel Shahzad

Alina Ghafoor

Department of Applied Psychology

University Of Sahiwal

Domain of Functioning: Processing speed/ Tracking

Child Psycho diagnostics Assessment

Content:

 Stroop Colour Word Test

 Rapid Naming
 Digit Symbol/ Coding
 Cancellation Tasks
 Symbol Search
Processing speed:

Processing speed” is a term that describes how quickly your brain takes in, interprets
and responds to the information it receives.

Slow processing speed occurs when it takes you longer to receive, understand and
interpret information.

Conditions that cause slow processing:

 Attention-deficient/ Hyperactivity Disorder (ADHD)

 Dyslexia
 Dyscalculia

Other conditions that are related to slow processing speed are:

 Autism spectrum disorder

 Dementia
 Schizophrenia

Possible measures/tests:

Many tools are used to assess slow processing speed.

 The Stroop Colour and Word Test (SCWT)

 Rapid naming
 The Wechsler Intelligence Scale for Children (WISC-V).

Experts frequently use the WISC-V subtests Coding, Cancellation, and Symbol
Search to assess processing speed.

The stroop colour and word test:

 The Stroop effect is a simple phenomenon that reveals a lot about how the how the
brain processes information.
 First described in the 1930s by psychologist John Ridley Stroop,
 The Stroop effect is our tendency to experience difficulty naming a physical colour
when it is used to spell the name of a different colour.
Stroop effect example:

The Stroop phenomenon demonstrates that it is difficult to name the ink colour of a
colour word if there is a mismatch between ink colour and word. For example, the word
GREEN printed in red ink.

In this example, you will see colored words (like GREEN, or BLUE). You need to
respond to the colour of the words (not the meaning) by pressing the corresponding key
(r,g,b,y for red, green, blue, and yellow stimuli).

Rapid Naming test:

Arkansas Rapid Naming test:

It is based on guidelines for informal screening of rapid naming skills provided by

Nancy Mather and Barbara J. Wendling in Essentials of Dyslexia Assessment and
Intervention.

The Arkansas Rapid Naming Test (ARNT) is an assessment used to measure a

person’s ability to quickly name familiar objects, colours, letters, or numbers. It is commonly
used in the evaluation of reading disabilities, such as dyslexia, as rapid naming speed has
been linked to reading proficiency.

It’s based on similar concepts as difficulties. Rapid automatized Naming (RAN) tasks,
which are often used in educational and psychological assessments for reading difficulties.
Scoring:

Scoring the Arkansas Rapid Naming Test (ARNT) or any Rapid Automatized Naming
(RAN) test typically involves measuring both accuracy and speed of responses. Here’s a
general step-by-step approach to scoring the test:

Prepare the Materials:

The test typically involves a set of visual stimuli, such as pictures, letters, numbers, or
colours arranged in a grid or list. The stimuli are presented in rows or columns to the
individual.

Test Administration:

The participant is asked to name each item in sequence as quickly as possible. The
test can be timed for each trial (e.g., 50 or 60 items), which could last around 30–60 seconds
depending on the participant’s ability.

Record Time:

Using a stopwatch or timing device, record the time it takes the participant to name all
the stimuli in a particular trial. You can calculate the time in seconds.

Record Errors:

While the participant is naming the stimuli, note any errors (misnaming items or
skipping them). Errors should be recorded to understand the participant’s accuracy.

Scoring Formula:

Time Score:

The total time it takes to name all items in each set/trial is recorded.

Error Score:

Count the number of errors (incorrect or omitted responses). Some versions of RAN
tests use a correction for errors where additional time is added based on the number of errors.
A common formula is adding two seconds per error to the overall time.

General range for Interpretation

Fast and Accurate (Low Time, Low Errors):

 The child is performing well and is likely to have typical or above-average processing
speed and naming ability. This suggests that the child is not likely to face reading difficulties
related to naming speed.

Slow but Accurate (High Time, Low Errors):

The child may have slower processing speed but shows accuracy in naming. This
could indicate some difficulty in fluency or speed of processing, but not necessarily a severe
reading issue.

Fast but Inaccurate (Low Time, High Errors):

The child is quick to respond but makes many errors. This could indicate impulsivity
or difficulties with attention, which may impact their reading development.

Slow and Inaccurate (High Time, High Errors):

The child struggles both with speed and accuracy, which may suggest a higher risk for
reading difficulties such as dyslexia.

Digital symbol coding:

Digit symbol Substitutions test:

Digit symbol substitution test (DSST) is a neuropsychological test sensitive to brain

damage, dementia, age and depression. The test is not sensitive to the location of brain-
damage. It consists of digit-symbol pairs followed by a list of digits. [2][3][4] Under each
digit the subject should write down the corresponding symbol as fast as possible. The number
of correct symbols within the allowed time (e.g. 90 or 120 sec) is measured.

The Digit Symbol Test (DST) was developed by David Wechsler, an American
Psychologist, as part of the Wechsler Adult Intelligence Scale (WAIS) in 1955.

Psychological and neurological underpinning

Attention:

Focus on the task, filter distractions, and maintain concentration.

Working Memory:

Hold and manipulate information in working memory (e.g., remembering symbols

associated with numbers).
Processing Speed:

Quickly process visual information, makes decisions, and executes responses.

Executive Functions:

Cognitive flexibility, planning, and organization.

Visuospatial Skills:

Integrating visual information with spatial relationships.

Scoring and interpretation:

Total Correct: Number of correct identifications.

Total Incorrect: Number of incorrect identifications.

Omission Errors: Number of missed targets.

Commission Errors: Number of incorrect identifications.

Response Time: Time taken to complete the task.

Normal Performance:

 Total Correct: ≥ 30 (WAIS-IV)

 Total t:Incorrec ≤ 5
 Omission Errors: ≤ 5
 Commission Errors: ≤ 5
 Response Time: Within normal limits (typically < 120 seconds)

Impaired Performance:

 Total Correct: < 30 (WAIS-IV)

 Total Incorrect: > 5

 Omission Errors: > 5

 Commission Errors: > 5

 Response Time: Slow (> 120 seconds)

Cancellation task:

Cancellation tasks are a type of neuropsychological assessment tool used to evaluate

attention, visual perception, and processing speed.

To measure an individual’s ability to selectively focus attention, inhibit distractions,

and process visual information efficiently.

Cognitive Functions Assessed:

 Processing Speed

 Attention (Focused and Sustained)

 Visual-Spatial Skills

 Working Memory

Visual Cancellation Tasks: Identify and cancel specific visual stimuli (e.g., shapes, letters).

 Single Target

 Dual Target

Auditory Cancellation Tasks: Identify and cancel specific auditory stimuli (e.g., tones,
words).

 Single Target

Symbol Cancellation Tasks: Identify and cancel specific symbols (e.g., numbers, letters).

 Single Target

 Dual Target

Scoring and interpretation:

Total Correct: Number of correct identifications.

Total Incorrect: Number of incorrect identifications.

Omission Errors: Number of missed targets.

Commission Errors: Number of incorrect identifications.

Response Time: Time taken to complete the task.

Normal Performance:

 Total Correct: ≥ 30 (WAIS-IV)

 Total Incorrect: ≤ 5

 Omission Errors: ≤ 5

 Commission Errors: ≤ 5

 Response Time: Within normal limits (typically < 120 seconds)

Impaired Performance:

 Total Correct: < 30 (WAIS-IV)

 Total Incorrect: > 5

 Omission Errors: > 5

 Commission Errors: > 5

 Response Time: Slow (> 120 seconds)

Symbol Search:

A neuropsychological assessment tool used to evaluate processing speed, attention,

and visual-spatial skills.

Purpose:

Measures an individual’s ability to quickly and accurately identify and locate specific
symbols within a complex visual array.

Wechsler Intelligence Scale:

(Wechsler, 1949), developed by the Romanian-American psychologist David

Wechsler, Ph.D., was an adaptation of several of the subtests that made up the Wechsler–
Bellevue Intelligence Scale (Wechsler, 1939), but also featured several subtests designed
specifically for it. The subtests were organized into Verbal and Performance scales and
provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ).

Each program has its own entrance requirements an FSIQ of 115 – 129 is generally
considered “mildly gifted,” an FSIQ of 130 – 144 is generally considered moderately gifted,
and an FSIQ of 145 to 159 is generally considered “highly gifted.”
 The test measures several cognitive abilities: measures a range of cognitive abilities,
including verbal comprehension, perceptual reasoning, working memory, processing speed
and fluid reasoning.

Scoring and interpretation:

The WISC-V (Wechsler Intelligence Scale for Children, Fifth Edition) is scored by
comparing your child’s individual performance against a group of other students born within
a four-month age range of one another (this is called an “age band”).

Age ranges are represented by the year number of the child followed by how many
months after their birthday it’s been with a colon in the middle.

A child who is 10 years old, born in March, and taking the test in November would be
represented as 10:7

All students tested have three possible age bands they may fall into. For example, if
your child is 7-years old, depending on when he was born; he would fall into one of the
following age bands:

 7 years, 0 months (7:0) to 7 years, 3 months (7:3)

 7 years, 4 months (7:4) to 7 years, 7 months (7:7)

 7 years, 8 months (7:8) to 7 years, 11 months (7:11)