Cognitive Assessment for Insomnia Research (CAB-IN)
Innovative neuropsychological assessment for insomnia that allows for a complete cognitive screening and assessment of the risk index of having this sleep disorder.
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 Insomnia Research (CAB-IN)
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Description of the computerized battery to assess and detect cognitive symptoms of insomnia
Description of the computerized battery to assess and detect cognitive symptoms of insomnia
- Evaluate the risk index for the presence of insomnia
- For children 7 and older, teens, and adults
- Takes about 30-40 minutes to complete
- Reliability analysis of the evaluation - Only in English Download
The Cognitive Assessment for Insomnia Patients (CAB-IN) is a leading professional tool that is made of batteries and tasks aimed at quickly and accurately detecting and evaluating the presence of symptoms and problems in the cognitive processes affected by insomnia.
This innovative online insomnia test is a resource that makes it possible to take a complete cognitive screening to understand cognitive strengths and weaknesses, evaluate the risk index of the presence of insomnia, and understand the area affected by this sleep disorder. This test is suitable for children 7 years and older, teens, adults, and seniors that may present risk factors for insomnia. Any user, either professional or individual, can easily use this neuropsychological assessment battery.
The results from this insomnia assessment will automatically become available after completing the test, which ususally takes about 30-40 minutes.
An insomnia diagnosis requires an exhaustive, multi-disciplinary differential diagnosis in order to discard any symptomology that may be better explained by the presence of a different sleep disorder, mood disorder, illness, or other problems.
Questionnaires and evaluation scales are the most effective tools to diagnose insomnia, but these methods may not be able to detect the degree of cognitive alteration. In order to identify the degree to which cognitive skills have been affected by this sleep disorder, a full neuropsychological assessment is necessary, which makes it possible to exhaustively assess cognitive affectation. Note that CogniFit does not directly offer a medical diagnosis for insomnia. We recommend using the Cognitive Assessment for Insomnia Patients (CAB-IN) as a complementary tool to a professional diagnosis, and never as a replacement.
Digitalized protocol for the insomnia assessment (CAB-IN)
Digitalized protocol for the insomnia assessment (CAB-IN)
This complete cognitive assessment to detect insomnia is made of a questionnaire and a complete battery of neuropsychological tests. It takes about 30-40 minutes to complete.
The child, teen, adult, or senior at risk for insomnia should take the questionnaire to evaluate the clinical symptoms related to this disorder, and then complete the simple online exercises and tasks to evaluate cognitive function.
Well-being Questionnaire
A series of simple questions designed to detect the main diagnostic criteria (DSM-IV) and symptoms of insomnia. This questionnaire is an evaluation tool adapted to the main factors of insomnia.
Neuropsychological factors and cognitive profile
The CAB-IN continues with a battery of tasks designed to assess the main neuropsychological factors identified in the scientific literature surrounding insomnia. The results are compared to other users of the same age and gender.
Complete results report
After completing the insomnia test, CogniFit will automatically generate a detailed report where you will be able to see the risk index of having insomnia (low-moderate-high) and allowing you to understand the alert signs and symptoms, cognitive profile, results analysis, and recommendations for each user. The results offer a valuable basis from which to create support strategies.
Psychometric Results
Psychometric Results
The Cognitive Assessment for Insomnia Patients (CAB-IN) from CogniFit uses patented algorithms and artificial intelligence (AI).
The cognitive profile of the neuropsychological report has a high reliability, consistency, and stability. Cross-sectional research designs, such as the Cronbach Alpha coefficient, have been performed, obtaining values around .9. The Test-Retest tests have obtained values close to 1, which show a high reliability and precision.
See validation tableWho is it for?
Who is it for?
Both individuals and professionals can easily use this neuropsychological assessment for insomnia. No previous knowledge of neuroscience or computer science is needed to use this assessment battery. It was created for:
Individual Users
Know the state of my brain, as well as my strengths or weaknesses
Healthcare professionals
Precisely evaluate patients and offer a complete, detailed report
Families and individuals
Identify if your loved-ones have insomnia
Researchers
Measures the cognitive abilities of study participants
Benefits
Benefits
Using this online tool is used to easily and accurately detect the symptoms, strengths, weaknesses, and poor functioning of the cognitive processes affected by insomnia has multiple benefits:
LEADING INSTRUMENT
The Cognitive Assessment for Insomnia Patients (CAB-IN) from CogniFit is a professional resource created by specialists in sleep disorders. The cognitive tasks have been patented. This leading instrument is used by the scientific community, universities, families, associations and foundations, and medical centers around the world.
EASY-TO-USE
Any individual or professional user (healthcare professional, family, etc.) can use this neuropsychological battery for insomnia without any specialized training or knowledge of technology systems. The interactive format makes it easy to use.
USER-FRIENDLY
All of the tasks are presented on screen as interactive games, increasing learning and motivation.
DETAILED RESULTS REPORT
The Cognitive Assessment for Insomnia Patients (CAB-IN) offers real-time feedback and precise results, creating a system to analyze results. It offers information in a simple format to better understand the user's clinical symptoms, strengths, weaknesses, and risk index.
ANALYSIS AND RECOMMENDATIONS
This powerful software analyzes thousands of variables and offers specific recommendations specific for each type of deterioration and individual profile.
When should you use this insomnia test?
When should you use this insomnia test?
This evaluation battery makes it possible to reliably detect the presence of symptoms and cognitive deterioration related to insomnia in children, teens, adults, and seniors.
An early detection makes it possible to start an appropriate intervention program which can help delay and decrease functional deterioration.
Without an early detection and the necessary tools, one may face increased problems at work, with friends, or at home.
Insomnia may cause generalized deterioration and difficulties academic, professional, and social development. This can be broken into the following areas:
Sleep hygiene
Sleep hygiene refers to the ability to control the environmental factors that can help or interfere with sleep. Difficulties falling asleep and sleepiness may be indicators of poor sleep hygiene.
Symptoms of insomnia
Insomnia is characterized by a series of symptoms mainly related to quality, duration, and beginning and end of sleep.
Cognitive Symptoms
Different cognitive skills can be altered by insomnia, and the relationship between insomnia and cognitive skills has been consistently noted in scientific literature. However, it has been suggested that there is a bidirectional relationship between cognitive skills and insomnia, meaning that not only does insomnia affect cognitive skills, but that cognitive skills may impact insomnia as well.
Associated Symptoms
Additionally, there are often other symptoms associated with sleep disorders, like irritability, poor concentration, memory lapses, digestive problems, changes in weight, and many others.
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Description of the diagnostic criteria questionnaire
Description of the diagnostic criteria questionnaire
Insomnia is characterized by a series of clinical symptoms. These indicators can help one understand the presence of this sleep disorder. This is why the first step in the Cognitive Assessment for Insomnia Patients (CAB-IN) is a questionnaire that covers areas related to the main diagnostic criteria and symptoms for insomnia for each age range.
The questions presented in the questionnaire are similar to those that may be found in a diagnostic manual, clinical questionnaire, or clinical scales for insomnia. However, they have been simplified in order to be easily understood by any user.
Consists of a series of simple questions that must be completed by a parent or guardian or by the professional in charge of the evaluation. The questionnaire will cover the following areas: Insomnia symptoms (poor quality sleep, difficulty falling asleep, etc.), sleep hygiene (activities, routines, and factors that affect sleep), and associated symptoms (irritability and lack of concentration).
Consists of a series of simple questions that should be answered by the professional in charge of the evaluation, or the user him or herself. The questionnaire covers the following areas: Insomnia symptoms (poor quality sleep, difficulty falling asleep, etc.), sleep hygiene (activities, routines, and factors that affect sleep), and associated symptoms (irritability and lack of concentration).
Description of the battery to evaluate the neuropsychological factors affected by insomnia
Description of the battery to evaluate the neuropsychological factors affected by insomnia
The presence of alterations in some cognitive skills may be an indicator of insomnia. A general profile of the user's cognitive skills may indicate how severe the alterations are that have been caused by this sleep disorder. Some of the symptoms of insomnia, sleep hygiene, and associated symptoms come from deficits in different cognitive skills.These are some of the domains and cognitive skills evaluated in the insomnia assessment (CAB-IN).
Attention
Ability to filter distractions and focus on relevant information.Excellent
8.2% above average
Divided attention can be defined as the ability of our brain to attend to different stimuli or tasks at the same time, and thus, respond to the multiple demands of the environment. Attention is one of the cognitive functions where people who suffer from insomnia seem to make more mistakes. More specifically, divided attention may be affected in some sleep disorders.
590Your Score
400Average
Focused attention and insomnia. Focused attention is the brain's ability to focus attention on a target stimulis, regardless of the duration. Poor quality or lack of sleep may cause attentional problems. This may become evident at school, at work, or while driving.
464Your Score
400Average
Inhibition is the ability to control impulses or automatic responses and to generate responses mediated by attention and reasoning. People with insomnia often have difficulties in inhibitory control, which often leads to them performing automatic processes even if they do not meet current situation.
657Your Score
400Average
Memory
Ability to retain or manipulate new information and recover memories from the past.Excellent
8.4% above average
Short-term memory and insomnia. Short-term memory is the ability to retain a small amount of information over a short period of time. As we sleep, the brain anchors and consolidates memories and concepts.
593Your Score
400Average
Nonverbal memory is the ability to encode, store, and retrieve information about faces, shapes, images, songs, sounds, smells, tastes, and feelings. Some studies have found that both verbal and nonverbal memory are often found to be worse in people with insomnia than in people who sleep adequately.
470Your Score
400Average
Working memory and insomnia. Working memory is the ability to retain and use the information necessary to carryout complex cognitive tasks, like language comprehension, learning, and reasoning.
499Your Score
400Average
Naming and Insomnia. Naming is our ability to refer to an object, person, place, concept, or idea by its proper name. Lack of sleep can lead to a deterioration of this cognitive capacity, as the brain needs proper rest to recover and have adequate access to our word "storage".
709Your Score
400Average
Coordination
Ability to efficiently carry-out precise and organized movements.Excellent
8.2% above average
Reaction time and insomnia. Reaction time refers to the time it takes from when you perceive something to when you respond to it. There is a close relationship between sleep and response time, as drowsiness, lack of sleep, and tiredness can significantly increase response time, slowing movements and/or reflexes.
561Your Score
400Average
Perception
Ability to interpret the stimuli from one's surroundings.Excellent
8.4% above average
Estimation is the ability that allows us to predict the future location of an object based on its current speed and distance. People with insomnia often overestimate the time it takes them to fall asleep. Difficulties in estimating time often are due to issues related to sleep.
550Your Score
400Average
Visual perception and insomnia. Visual perception is the ability to interpret information that the eyes receive from the surroundings. People with insomnia are often less efficient when visually processing stimuli, which can cause them to make more perceptive mistakes
638Your Score
400Average
Visual exploration, visual tracking, or visual scanning can be defined as the ability to actively search for relevant information in our environment, quickly and efficiently. People with insomnia often have a visual disturbance related to stress, ruminating ideas, and hypervigilance.
742Your Score
400Average
Reasoning
Ability to efficiently use (organize, relate, etc.) acquired information.Excellent
7.8% above average
Processing speed and insomnia. Processing speed is the time it takes for someone to carry out a mental task. People with insomnia may have alterations in processing speed, taking longer to understand or process information.
640Your Score
400Average
Shifting and insomnia. Shifting is the brain's ability to adapt a behavior or thought to new, changing, or unexpected situations. Poor quality or lack of sleep can weakened this skill to be mentally flexible and find alternatives to a problem.
524Your 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.
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 Processing Test REST-INH was inspired by the classic Stroop test (Stroop, 1935). The test-taker is required to press on the larger of two circles, regardless of the number inscribed in each circle, while ignoring the text that could appear on the top-middle part of the screen. They are then required to press on the higher number regardless of the size of the circle in which the number is inscribed.
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.
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.
The Inquiry Test REST-COM took as a reference the classic Boston Naming Test (Kaplan et al., 1983), the vocabulary test from WAIS-III (Wechsler, 1997), the Test of Variables of Attention (Greenberg et al., 1996), and the Rey Auditory Verbal Learning Test (Schmidt, 1994). A series of objects are shown. In a new series of objects, the test-taker must then recognize only those objects that were previously displayed. This new series could be presented as images or as spoken words.
The Estimation Test EST-I was inspired by the Biber Cognitive Estimation Test (Goldstein et al., 1996). In the first part, the test-taker is required to determine which of two balls moves faster. In the second part, another ball is added. In the third part, a fourth ball is added and it should be indicated which ball moves twice as fast as a designated ball (the red one). In the fourth part, while watching four balls moving in four separate itineraries, the test- -taker must determine as quickly as possible which ball will arrive at a given point first.
The Estimation Test EST- III is based on the Biber Cognitive Estimation Test (Goldstein et al., 1996). The first part consists of indicating which of the objects on the screen is farther away from the user. The second part consists of indicating which of the objects is farther away from a pink ball, also located on the screen. The third part consists of indicating which two objects are at the same distance from the pink ball. The fourth part consists of indicating which object is not at the same distance from the pink ball. Finally, the fifth part is to indicate which of the images has the objects spatially arranged differently from the model.
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