Cognitive Assessment for Dyslexia Research (CAB-DX)
Innovative online dyslexia test makes it possible to take a complete cognitive screening and evaluate the risk index of the presence of dyslexia.
Who is it for?
This product is not for sale. This product is for research purposes only. For more info see CogniFit Research Platform
Multi-platform
Cognitive Assessment for Dyslexia Research (CAB-DX)
You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.
You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.
You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.
* Assessment licenses can be used for any type of assessment
Cognitive assessment battery to evaluate and detect dyslexia
Cognitive assessment battery to evaluate and detect dyslexia
- Evaluate the risk index of the presence of dyslexia
- For children over 7, teens, and adults
- The test lasts about 30-40 minutes
- Reliability analysis of the evaluation - Only in English Download
The Cognitive Assessment for Dyslexia Patients (CAB-DX) is a leading professional tool made up of a battery of tasks aimed at quickly detecting and assessing the presence of symptoms, traits, or poor functioning of the cognitive processes affected by dyslexia.
Dyslexia tends to be underdiagnosed. However, this learning disorder creates significant and persistent difficulties that affect linguistic abilities associated with reading and writing. A neuropsychological test, a clinical history and an evaluation of different dyslexia areas are still the most effective tools to diagnose dyslexia. Note that CogniFit does not directly offer a medical diagnosis of dyslexia. This complete dyslexia cognitive test should be used to complement a professional diagnosis, and never as a substitute for a clinical diagnosis.
This innovative dyslexia online test is a resource that helps make a complete cognitive screening, see cognitive strengths and weaknesses, and evaluate the risk index of the presence of dyslexia. This test is perfect for children 7+, teens, and adults. Any user, either professional or personal, can easily use this dyslexia assessment online.
Completing this cognitive dyslexia test takes about 30-40 minutes and a results report from this test will automatically be available for download after completing the evaluation.
Digitalized protocol for the dyslexia assessment (CAB-DX)
Digitalized protocol for the dyslexia assessment (CAB-DX)
This complete cognitive evaluation to detect dyslexia is made of a questionnaire and a complete battery of neuropsychological tests. It takes about 30-40 minutes to complete.
The person taking the test will complete the initial questionnaire designed to evaluate the signs and symptoms of dyslexia appropriate for the user's age. Following the questionniare, the user will complete the tasks presented as simple online games.
Well-being Questionnaire
A series of questions designed to detect the main diagnostic criteria and symptoms of dyslexia will be presented to the user, with questions adapting to the user's age.
Neuropsychological factors and cognitive profile
It continues with a battery of tasks designed for evaluating the main neuropsychological factors identified in the scientific literature surrounding this learning disorder, paying close attention to executive functions.
Complete results report
After completing the dyslexia test, you will receive a detailed report, where you will see the user's risk index for dyslexia (low-medium-high), the warning signs and symptoms, cognitive profile, analysis of results, and recommendations. These results offer valuable information to identify support strategies or to bring to a specialist who can make a more precise diagnosis.
Psychometric Results
Psychometric Results
The Cognitive Assessment for Dyslexia Patients (CAB-DX) uses patented algorithms and artificial intelligence (AI), which makes it possible to analyze thousands of variable and notify users of a risk of dyslexia with very satisfactory psychometric results.
The neuropsychological cognitive report has a high reliability, consistency, and stability. The test has been validated by repeated tests and measurement processes. Transversal research designs have been followed, like the Alpha Cronbach coefficient, reaching scores of about .9. The Test-Retest tests have received scores of almost 1, which shows the high reliability and precision that this battery offers.
See validation tableWho is it for?
Who is it for?
The Cognitive Assessment for Dyslexia Patients (CAB-DX) can be used for children 7 years and older, teens and adults who are suspected of having dyslexia.
Any professional or private user can easily use this dyslexia assessment online. No special training or skills are needed to use this online professional program. It is especially designed for:
Individual Users
Understand brain function and cognitive strengths and weaknesses
Healthcare Professionals
Precisely assess patients and access a complete report
Schools and Education Specialists
Detect which students are at-risk for dyslexia. Help prevent academic difficulties
Parents, caretakers, and individual users
Identify if your family members present a risk for dyslexia
Researchers
Measures the cognitive abilities of study participants
Benefits
Benefits
Using this technology-based support platform to quickly and precisely assess the presence of symptoms, weaknesses, strengths, traits, and poor functioning of the cognitive processes affected by dyslexia offers multiple benefits:
LEADING INSTRUMENT
The Cognitive Assessment for Dyslexia Patients (CAB-DX) is a professional resource created by specialists in learning disorders and neuropsychology. The cognitive tests in this battery have been patented. This leading instrument is used by the scientific community, schools, universities, families, foundations, and medical centers around the world.
EASY-TO-USE
Any individual or professional user (healthcare professional, teacher, etc.) can personally use this neuropsychological battery without needing special training or knowledge of neuroscience or technology. The interactive format offers a simple and effective use of the platforms.
USER-FRIENDLY
All of the clinical tasks are presented as fun and interactive brain games, which makes it easy for everyone, especially children, to better understand and learn.
DETAILED RESULTS REPORT
The Cognitive Assessment for Dyslexia Patients (CAB-DX) provides quick and precise feedback, creating a complete system to analyze results. This makes it possible to recognize and understand the clinical symptoms, strengths, weaknesses, and risk index.
ANALYSIS AND RECOMMENDATIONS
This powerful software makes it possible to analyze thousands of variables and offer specific recommendations tailored to each user.
When should you use this dyslexia test?
When should you use this dyslexia test?
With this assessment battery, it's possible to reliably detect a user's risk index of dyslexia in children 7 years and older.
Early detection makes it possible to minimize the developmental difficulties associated with dyslexia and get started training and improving the areas affected by it.
This assessment battery for dyslexia also makes it possible for adults to understand their risk index for dyslexia. Many adults have suffered from dyslexia and reading difficulties their whole life because they were never diagnosed with this learning disorder. While these people may have an average, or even an above average, IQ, they may have had significant trouble as students. Without early detection and the proper tools, dyslexia may affect a person's professional, social lives.
Below are some of the most characteristic symptoms of dyslexia:
Writing difficulties
People with dyslexia often have trouble correctly processing the symbols used in writing. They have trouble spelling words and expressing ideas when writing. They may be able to understand something or someone perfectly when presented orally but have trouble taking notes in class. Children and adults with dyslexia may have irregular or illegible handwriting, and trouble when writing similar words, like "dad" and "bad".
Reading difficulties
People with dyslexia often have trouble decoding information, which is why reading is so difficult. They often read slowly and have a hard time understanding the meaning of a written text, and have trouble memorizing or storing information they've read. People with dyslexia are not usually very interested in reading due to the extra difficulty it poses.
Difficulty planning tasks
Difficulties with the development of the executive functions is one of the most recurring characteristics of dyslexia. This means that any task that requires planning may be a challenge for someone with this learning disorder. Executive functions are a set of complex cognitive skills that make it possible to plan any task and divide it into steps (analyze the task, understand what you need to do, organize, determine how long it will take to carry-out, structure the work, and assess actions and adjust them as necessary).
Problems with motor coordination and spatial orientation.
Some people with dyslexia have trouble with motor coordination and have trouble distinguishing between their right and left, up and down, in front and behind, etc. This problem may cause a certain clumsiness in daily life and may lose things more often. For example, people with dyslexia may have trouble when playing sports or riding a bike.
Difficulties in professional and social areas
The reading and writing difficulties caused by dyslexia start in childhood and become more and more apparent as academic challenges become greater. There is a close relationship between academic difficulty and dyslexia, as someone with dyslexia may be labeled a "lazy" student due to the difficulties they face. Adults with dyslexia may continue to have trouble in their professional field.
Description of the diagnostic criteria questionnaire
Description of the diagnostic criteria questionnaire
Dyslexia is characterized by a series of clinical signs and symptoms. These indicators can help you understand the possible presence of dyslexia, which is why the dyslexia assessment adjusts the questionnaire to adapt to each user's specific diagnostic criteria and symptoms for their age.
The questions presented here are similar to those that you may find in a diagnostic manual, questionnaire, or clinical evaluation scales. However, they have been simplified to be understood and answered by almost anyone.
It is made up of a series of simple questions that can be completed by a parent or guardian, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble reading and writing), learning and development problems (poor academic performance), and problems with psychomotricity and skills.
It is made up of a series of simple questions that can be completed by the user him or herself. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text), learning and development problems (low academic performance), and problems with psychomotricity and spatial skills (poor spatial management), or problems with social relationships (frustration, low self-esteem).
It is made up of a series of simple questions that can be completed by the user him or herself, or by the professional in charge of the assessment. The questionnaire gathers questions about the following areas: Reading and writing problems (trouble understanding written text, poor handwriting), trouble with professional and social areas (difficulty presenting written projects or writing in public), academic history (childhood academic difficulty), spatial and temporal organization (lateralization, problems with spatial orientation).
Description of the neuropsychological factors affected by dyslexia
Description of the neuropsychological factors affected by dyslexia
Alterations is some cognitive skills may be an indicator of dyslexia. A general profile of the user's cognitive skills may indicate how severe the alterations caused by dyslexia are.
Problems with reading and writing and spatial and motor skills, as well as socialization and social relationships, can be caused by deficits in different cognitive skills. These are the cognitive skills and areas assessed by the Cognitive Assessment for Dyslexia Patients (CAB-DX):
Attention
Ability to filter distractions and focus on relevant information.Excellent
8.4% above average
Divided attention and dyslexia. Divided attention is the ability to pay attention to more than one stimuli at the same time, like listening to a teacher while writing notes. People that have alterations in divided attention use more cognitive resources when doing two or more tasks simultaneously, which would make it difficult to listen to a lecture and take notes.
541Your Score
400Average
Focused attention and dyslexia. Focused attention is the ability to focus attention on a target stimulus, regardless of the duration. You might use focused attention when listening in class or reading a book. When you get distracted, it increases the probability of missing important information, which may affect comprehension and learning. Children and adults with dyslexia may have difficulties paying attention to present stimuli
558Your Score
400Average
Memory
Ability to retain or manipulate new information and recover memories from the past.Excellent
7.8% above average
Short-term memory and dyslexia. People with dyslexia may have alterations in this cognitive skill. Short-term memory is the ability to hold onto a small bit of information over a short period of time, like when remembering the beginning of a sentence to understand the entire phrase. Problems with short-term memory may impede one’s ability to understand what is being said, as the information isn’t processed correctly.
570Your Score
400Average
Visual short-term memory and dyslexia. Visual short-term memory is the ability to retain a small amount of visual information over a short period of time, like letters, words, etc. A problem in visual short-term memory may prevent one from understanding written text, as it would be difficult to remember the beginning of a sentence.
722Your Score
400Average
Working memory and dyslexia. It’s important to keep in mind that an alteration in working memory may be a strong indicator of dyslexia. Working memory is the ability to retain and use the information necessary to complete complex cognitive tasks, like language comprehension, learning, or reasoning. A deficit in working memory may imply difficulties when understand written or spoken language.
634Your Score
400Average
Coordination
Ability to efficiently carry-out precise and organized movements.Excellent
8.1% above average
Response time and dyslexia. Response time is the ability to perceive, process, and respond to a simple stimulus, like quickly and efficiently answering a specific question. People with slow reaction time often have more trouble writing quickly and fluidly.
521Your Score
400Average
Perception
Ability to interpret the stimuli from one's surroundings.Excellent
8.1% above average
Visual scanning and dyslexia. Visual scanning is the ability to actively and efficiently look for relevant stimuli in one’s surroundings using sight, like detecting punctuation and letters when reading. Poor visual scanning may interfere with the detection of the distinctive traits of different letters (b-d, for example), affecting comprehension.
628Your Score
400Average
Reasoning
Ability to efficiently use (organize, relate, etc.) acquired information.Excellent
7.6% above average
Planning and dyslexia. Planning is the ability to mentally organize the best way to reach a specific future goal, like when you think about how to tell a story to your friends later. People with poor planning may have more trouble planning speeches, written text, or the ideas that they read.
653Your Score
400Average
Cognitive processing speed and dyslexia. Processing speed is the ability to process information quickly and automatically. People with alterations in processing speed take longer to understand what they read and what they want to write or explain. Slow auditory and verbal processing may cause problems when decoding letters, words, and sentences.
473Your Score
400Average
Language
Ability to understand and express verbal information (spoken, written, etc.).Excellent
7.8% above average
Naming and dyslexia. Naming is the ability to access a word from your vocabulary in order to name a certain concept, like when you’re easily able to remember the name of your street. An alteration in naming may cause people to use “filler words” or cause problems with reading comprehension.
721Your Score
400Average
Evaluation tasks
Our Digital Cognitive Assessments
CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.
The Speed Test REST-HECOOR exercise was inspired by the classic test of Fingertip tapping from the assessment battery NEPSY (Korkman et al., 1998). The test-taker is required to keep on clicking for 10 seconds and as rapidly as possible with the mouse, or finger if using a touch-screen device, in a defined area on the screen. Data is collected as the number of clicks during the allocated time, number of clicks inside the defined area and number of clicks outside it.
The Resolution Test REST-SPER was inspired by the classic paradigms Go/No Go Task (Gordon & Caramazza, 1982), Continuous Performance Test (Conners, 1989; Epstein et al., 2001), and the Psychomotor Vigilance Task (Dinges & Powell, 1985). The test-taker is required to rapidly press on circles which appear on the screen and to ignore hexagons should they also appear. Embedded in the task are 16 circles-only items and 8 circles-and-hexagons items. For each item data is collected on response time, response accuracy and cursor distance from target center.
Visual Working Memory Span Test
The Concentration Test VISMEM-PLAN took as a reference the Corsi block-tapping test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945). In the first part of the task, some circles, within a fixed array of circles, light up. The test-taker is required to memorize which circles, within the array, have lit up and then try to reproduce the sequence in the right order. In the second part of the task, a delay of 4 secs is added between the first screen and the playback screen, in order to increase the time the user must retain the information.
The Decoding Test VIPER-NAM was inspired by the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). The test-taker is required to click on the first letter, among four of them, that spells the name of the object depicted on the screen. For example, for the picture of an apple, the test-taker should click on the letter “A” but not on the three incorrect responses (C, P, M) also present on the screen.
Multimodal Lexical Memory Test
The Identification Test COM-NAM is based on the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). For each object shown, the test-taker must choose from three possibilities: 1) the item is presented for the first time in the task or 2) the last time it appeared the item was spoken or 3) the last time it appeared the item was presented as a picture.
The Sequencing Test WOM-ASM is based on the classic direct and indirect digit test of the WAIS-III (Wechsler, 1997). The test-taker is required to remember and reproduce increasingly longer number sequences, which appear, each in its turn, on the screen. The task will begin with a two- -number sequence.
The Equivalencies Test INH-REST was based on the classic Stroop test (Stroop, 1935). The test-taker is asked to press on the spacebar (go action) only if the color names on the screen are printed in the matching color and to refrain from pressing (no-go) if the color of the letters does not match the printed color name.
The Simultaneity Test DIAT-SHIF stems from the classic Stroop test (Stroop, 1935), the Vienna Test System (Whiteside, 2002), and the Test of Variables of Attention (Greenberg et al., 1996). The test-taker is required to accurately follow a ball moving and turning in all directions on the screen while, at the same time, performing a variant of the Stroop test.
Greenland