Examining Conners Continuous Performance Test-3 (CPT-3) Embedded Performance Validity Indicators in an Adult Clinical Sample Referred for ADHD Evaluation.

IF 1.6 4区心理学 Q3 PSYCHOLOGY Developmental Neuropsychology Pub Date : 2021-08-01 Epub Date: 2021-07-13 DOI:10.1080/87565641.2021.1951270

Lauren M Scimeca, Lindsey Holbrook, Tasha Rhoads, Brian M Cerny, Kyle J Jennette, Zachary J Resch, Maximillian A Obolsky, Gabriel P Ovsiew, Jason R Soble

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引用次数: 16

Abstract

This study evaluated multiple previously-identified Continuous Performance Test-Third Edition (CPT-3) scores as embedded validity indicators (EVIs) among 201 adults undergoing neuropsychological evaluation for Attention-Deficit/Hyperactivity Disorder (ADHD) divided into valid (n = 169) and invalid (n = 32) groups based on seven criterion measures. Although 6/10 CPT-3 scores accurately detected invalidity, only two reached minimally acceptable classification accuracy of ≥0.70. The remaining four had unacceptably low accuracy (AUCs = 0.62-0.69) with 0.19-0.41 sensitivity at ≥0.90 specificity. Composite scores did not provide better classification accuracy than individual CPT-3 scores. In sum, CPT-3 individual and composite scores generally are not accurate PVTs among adults undergoing clinical evaluation for ADHD.

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Conners连续表现测试-3 (CPT-3)嵌入表现效度指标在成人临床样本中用于ADHD评估的检验。

本研究对201名接受注意力缺陷/多动障碍(ADHD)神经心理学评估的成年人进行了多重先前确定的连续表现测试第三版(CPT-3)分数作为嵌入效度指标(EVIs)的评估，该评估基于7个标准测量，分为有效组(n = 169)和无效组(n = 32)。虽然6/10的CPT-3评分能准确检测到无效，但只有2个达到≥0.70的最低可接受分类精度。其余4种的准确度低得令人无法接受(auc = 0.62-0.69)，敏感性为0.19-0.41，特异性≥0.90。综合评分并不比单独的CPT-3评分提供更好的分类准确性。总之，在接受ADHD临床评估的成人中，CPT-3单项评分和综合评分通常不是准确的pvt。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neuropsychology 医学-心理学

CiteScore

2.80

自引率

6.70%

发文量

审稿时长

>12 weeks

期刊介绍： Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.