Cognitive Assessment for ADHD Research (СAB-ADHD)
Innovative online ADD and ADHD test makes it possible to take a complete cognitive screening and evaluate the risk index for the presence of ADD or ADHD and its subtype.
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 ADHD Research (СAB-ADHD)
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
What is the CogniFit ADHD test?
What is the CogniFit ADHD test?
- Evaluate the risk index for the presence of ADHD
- For children 7 and older, teens, and adults
- Lasts about 13-16 minutes
- Reliability analysis of the evaluation - Only in English Download
The Cognitive Assessment for ADHD Patients (СAB-ADHD) is a professional test that uses tasks to quickly and accurately evaluate the presence of symptoms related to ADHD.
To diagnose Attention Deficit Hyperactive Disorder or Attention Deficit Disorder (ADHD or ADD) a multidisciplinary assessment must be carried out. It is important to always perform an exhaustive differential diagnosis in order to discard other symptoms that may be better explained by a different mood disorder, learning disorder, or another condition.
This neuropsychological online ADHD test makes a complete cognitive screening and evaluates the risk index for ADHD by taking into account the user’s cognitive strengths and weaknesses. This ADHD assessment also determines the subtype of ADHD: Inattentive (ADD) or hyperactive-impulsive predominance (ADHD). This ADHD test is appropriate for kids 7+, teens, and adults. Anyone can easily use this online ADHD neuropsychological evaluation.
A thorough neuropsychological evaluation, clinical history and assessing different areas are still the most effective tools to detect and diagnose ADD or ADHD. Note that CogniFit does not directly offer a medical diagnosis of ADD/ADHD. We recommend using this ADHD test as a complementary tool and never as a replacement for a clinical diagnosis.
The results of this ADHD test will be available for download after completing the ADHD online test, which usually lasts about 20-30 minutes.
Phases of this ADHD assessment (CAB-ADHD)
Phases of this ADHD assessment (CAB-ADHD)
The complete cognitive assessment for the detection of Attention Deficit Hyperactive Disorder or Attention Deficit Disorder consists of a questionnaire and a battery of neuropsychological tests. It takes about 30-40 minutes to complete.
Children and adults at risk for having ADHD will respond to the questionnaire, which will evaluate the clinical symptoms of ADHD relevant to each age group. After this questionnaire, a series of games and tasks will be presented on the screen to assess cognitive function.
Well-being Questionnaire
A series of simple questions to detect the main diagnostic criteria (DSM-5) and symptoms of ADHD will be presented. The questionnaire contains questions that were developed and adapted to each age range.
Neuropsychological factors and cognitive profile
Following the questionnaire, a battery of online tasks designed to evaluate the main neuropsychological factors associated with this disorder will appear, focusing especially on executive functions. It uses scales and tasks appropriate for each user.
Complete results report
After completing the ADHD cognitive assessment, you will receive a detailed report, where you will see the user's risk index of having ADHD or ADD (low-moderate-high), and will show you the type (ADHD or ADHD), warning signs, cognitive profile, an analysis of the results, recommendations, and guidelines. These results offer valuable information and can help a professional identify the appropriate support strategies for each user.
Psychometric Results
Psychometric Results
The Cognitive Assessment for ADHD Patients (СAB-ADHD) uses patented algorithms and artificial intelligence (AI) which makes it possible to analyze thousands of variables and notify the user of a risk of ADD or ADHD which very satisfactory psychometric results.
The cognitive profile in the neuropsychological report has received scores of high reliability, consistency, and stability. Transversal research designs were used, like the Cronbach Alpha coefficient, reaching scores of almost .9. The Test-Retest tests reached scores of almost 1, showing the high reliability and precision.
See validation tableWho is it for?
Who is it for?
Individual Users
Know the state of my brain, as well as my strengths or weaknesses
Healthcare Professional
Precisely evaluate patients and offer a detailed report
Schools and Educational Professionals
Detect the students at-risk for ADHD. Help prevent academic difficulties and social problems
Parents, guardians, and individuals
See if your loved-ones may have ADHD
Researchers
Measures the cognitive abilities of study participants
Benefits
Benefits
Using this online tool based on scientific methodology to quickly and precisely detect the symptoms, weaknesses, traits, and poor functioning of the cognitive processes affected by ADD or ADHD offers multiple advantages:
LEADING INSTRUMENT
The Cognitive Assessment for ADHD Patients (СAB-ADHD) is a professional resource created by neurobiological disorder specialists that start during development. The cognitive tests have been patented. This leading instrument is used by the scientific community, schools, universities, families, associations, foundations, and medical centers around the world.
EASY-TO-USE
Any professional or individual user (teacher, healthcare professional, etc.) can use this neuropsychological assessment battery without any background in neuroscience or technology systems. The interactive format makes it easy to use.
USER-FRIENDLY
All of the clinical tasks presented in the test are completely automatic. CogniFit has made all of the tasks interactive, which helps the user engage and enjoy playing and can help increase motivation and comprehension, especially in children.
DETAILED RESULTS REPORT
The Cognitive Assessment for ADHD Patients (СAB-ADHD) offers quick and precise feedback, creating a useful system to analyze results. This makes it possible to see comprehensive and easy-to-understand information that will allow you to recognize and see the clinical symptoms, strengths, weaknesses, risk index, and type of disorder (ADD, ADHD).
ANALYSIS AND RECOMMENDATIONS
This powerful software makes it possible to analyze thousands or variables and offers specific recommendations for each subtype and the needs of each individual.
When should you use this ADHD test?
When should you use this ADHD test?
This cognitive assessment battery makes it possible to reliably detect the risk of ADD or ADHD in children 7 years and older and adults.
This neuropsychological evaluation for ADHD also identifies the risk index in adults at risk for ADHD. Many adults have suffered from attention and concentration problems their whole lives, as well as hyperactivity, difficulty following routines or rules, or impulsiveness that they can't control. However, even with these life-long difficulties, their attention disorder has never been diagnosed. While adults with ADD or ADHD may have an average, or even above average, IQ, it's possible that they were labeled disruptive or poor students in school due to the extra difficulties that they faced.
ADD and ADHD are associated with certain delays and some academic, professional, and social difficulties. This disorder affects behavior and is characterized by moderate to severe distraction, short attention spans, restlessness, emotional instability, and impulsive behaviors.
Difficulties when concentrating and paying attention to a stimulus.
Children or adults with ADD often have significant attention problems, but don't display hyperactivity. In fact, they could even be characterized by how their slowness and hypoactivity. Attention problems are caused by a poor-functioning and under-developed prefrontal cortex in the brain, which impedes the ability to correctly process information and start the neural mechanisms necessary to: understand an action, start it, avoid distractions, and complete it properly. People with ADD are often distracted by activities or sounds, don't pay attention to details, and make careless mistakes when doing a boring or difficult project (either for school, work, or socially).
Inability to listen to and follow a conversation
Children and adults with ADD generally have trouble processing or concentrating on stimuli, which is why it may seem like they're not paying attention when being spoken to. This is because they have trouble concentration on what the other person is saying and can make it difficult to pay attention in school, at work, or even with family. People with ADD have trouble following directions and completing tasks or projects.
Inappropriate behaviors and difficulty adapting to a social environment
The deficiencies in attentional skills and cognitive processes that people with ADD present make it difficult to properly understand social interactions and follow the rules or norms that regulate these interactions. This difficulty to follow established norms may, on occasion, cause inappropriate responses and difficulty adapting to the environment (at home, school, socially, etc.), which may lead them to feel rejected, causing low self-esteem, irritability, inappropriate classroom behavior, and poor academic or professional performance.
Often loses or misplaces things
It is common for people with ADD to misplace tools or other things that they need for their daily tasks or activities (games, toys, school supplies, etc.). They are easily distracted and forgetful. They may not remember where they put their jacket, their wallet, and may forget about meetings, projects, or other important events.
"Low motivation" to start or complete tasks
People with this disorder often have trouble organizing and finishing tasks and activities. This characteristic is related to the difficulty that children and adults with ADD have to focus on a determined action. Their "lack of motivation" isn't because the person is lazy or doesn't understand instructions, but rather that their brain has more trouble blocking external stimuli and paying attention to a single action.
Changes in mood and symptoms of anxiety and low self-esteem
These symptoms may develop as a consequence of the inability to adapt to certain situations and the rejection that they may cause. They may feel inferior or misunderstood by their classmates and teachers.
Difficulty with self-control and inability to inhibit a behavior
Children and adults with ADHD with the predominantly hyperactive-impulsive presentation are guided by spontaneity. As such, they don't only have difficulty controlling their behavior, but also controlling their thoughts and emotions.
They are often impetuous and speak or act before thinking
They present problems seeing the consequences that their actions may have or analyze a situation carefully. This is why the things that they say or do may be inappropriate for a certain situation.
Poor planning when carrying out daily tasks
This impulsiveness can cause frustration. They may be frustrated by their experiences as they do not receive the desired or expected outcomes from certain situations.
Poor professional or academic performance
Difficulty adapting to the norms of a situation. Their performance is closely related to self-control, which causes them to abandon tasks that they find boring or that may not give them anything in return.
Difficulty relating to friends
Children and adults with ADHD with a predominantly hyperactive-impulsive presentation have trouble relating and adapting to the environment (academic, professional, familiar, etc.). Their impulsiveness and "impertinent" behavior may sometimes cause others to feel uncomfortable.
They are "poor losers"
Some people with this subtype may be prone to fighting, which is caused by the brain's difficulty to analyze a situation and foresee the outcome.
May participate in dangerous behaviors
Are often not conscious of the threat or risks that their actions may cause
Seem to be constantly moving
Hyperactivity is an excessive behavior motor over-activity that makes it difficult to stay still. These people need to move more often than their classmates and present inappropriate behaviors.
Unintentional movements and restless hands and feet
Unintentional movements like bouncing or constantly moving from place to place.
Difficulties starting a task
Even when they find it fun and entertaining
They often put themselves in other people's conversations or activities
They act inappropriately, saying or doing things that they shouldn't
They have little patience and aren't able to do quiet or attention-heavy tasks
Hyperactivity is more of a hyperactive behavior, which means that it is excessive, uncontrolled, and implies motor difficulties caused by neurological factors.
Shows combined signs of inattention and hyperactivity-impulsiveness
- Difficulties concentrating on a stimulis
- Changes in mood and symptoms of anxiety and low self-esteem
- Difficulty with self-control and inhibiting behaviors
- May behave inappropriately and talk or act before thinking
- Poor planning of daily activities
Description of the diagnostic criteria questionnaire
Description of the diagnostic criteria questionnaire
ADHD and its subtypes are characterized by a series of clinical signs and symptoms. These indicators can help understand the presence of this disorder, which is why the first part of the CAB-ADHD is a questionnaire with questions that have been adapted to the main diagnostic criteria and symptoms for each age range.
The questions in the questionnaire are similar to what you may find in a diagnostic manual, clinical questionnaire, or evaluation scales. However, they have been simplified to be understood by almost anyone.
It consists of a series of simple questions that should be completed by the teacher or professional responsible for the assessment. The questionnaire covers the following domains: Hyperactivity and impulsiveness (has trouble controlling movements and knowing how to inhibit actions), inattention (isn't able to pay attention for the time needed for an activity), problems with social relationships (frustration, low self-esteem), learning and development (history, difficulty learning academic concepts).
Consists of a series of simple questions that can be completed by a teacher or family member who is in charge of the assessment. The questionnaire covers the following domains: Hyperactivity and impulsiveness (feeling of restlessness or impatience), inattention (easily distracted, difficulty concentrating), poor social skills (lack of empathy and assertiveness), learning and development (academic difficulties, academic failure, etc.).
Consists of a series of simple questions that can be completed by the professional in charge of the assessment or by the individual him or herself. The questionnaire covers the following domains: Hyperactivity and impulsiveness (impatience, easily losing control), inattention (poor organization, difficulty finishing projects), academic history (obstacles in academics), difficulties in professional or social areas (poor adaptation).
What cognitive skills are assessed with this ADHD test?
What cognitive skills are assessed with this ADHD test?
Alterations in some cognitive skills may be indicators of ADHD. A general profile of the user's cognitive skills may indicate the subtype of ADHD, as well as the severity of the disorder.
The problems with hyperactivity, impulsiveness, inattention, difficulties with social relationships, and academic and professional problems may be caused by deficits in different cognitive skills. These are the cognitive skills and domains evaluated by the CAB-ADHD.
Attention
Ability to filter distractions and focus on relevant information.Excellent
8.5% above average
Focused attention and ADHD. Focused attention is the ability to focus on a target stimulus, regardless of the duration. People with ADHD often have trouble paying attention to relevant stimuli or events that are appropriate in a certain situation. This may cause one to miss important information in class.
450Your Score
400Average
Inhibition control and ADHD. Inhibition is the ability to inhibit or control impulsive (or automatic) responses, and generate appropriate responses with the help of attention and reasoning. Poor inhibition may cause impulsive and repetitive behaviors. This may lead to someone with ADHD to participate in dangerous or inappropriate actions in a certain situation.
532Your Score
400Average
Updating can be defined as the ability to monitor the behavior we carry out and ensure that it complies with the prepared action plan. One of the most commonly detected deficits in people with ADHD, especially in the inattentive variant, is the difficulties in self-regulating their own behavior directed at specific goals.
643Your Score
400Average
Memory
Ability to retain or manipulate new information and recover memories from the past.Excellent
8.1% above average
Short-term visual memory (STVM) is defined as the ability to retain a small amount of visual information (letters, figures, colors, etc.) for a short period of time. Short-term visual memory has been reported as a sensitive measure of cognitive deficits in ADHD, since they are an important component of this disorder.
742Your Score
400Average
Working memory and ADHD. Working memory is the ability to remember and use a small amount of information necessary for complex cognitive tasks, like language comprehension, learning, and reasoning. Poor working memory may cause problems understanding written or spoken language, or using the information that has been received.
521Your Score
400Average
Coordination
Ability to efficiently carry-out precise and organized movements.Excellent
8.2% above average
Coordination and ADHD. Hand-eye coordination is the ability to carry our actions with your hands depending on the information that your eyes receive. Motor hyperactivity linked with poor movement control may cause a reduced hand-eye coordination, which can cause clumsiness.
723Your Score
400Average
Reasoning
Ability to efficiently use (organize, relate, etc.) acquired information.Excellent
8.5% above average
Planning and ADHD. Planning is the ability to mentally organize the best way to complete a future goal. People with ADHD often have alterations in planning, which may cause problems foreseeing the consequences of their actions.
620Your 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 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.
Eye-Hand Coordination Test Fixed Trajectory and Predictable Direction
The Synchronization Test UPDA-SHIF is based on the Vienna Test System (VST) (Whiteside, 2002). In this task the test-taker is required to carefully and precisely track a ball which moves along a path. The distance in pixels between the center of the ball and the cursor moved by the user is considered to calculate the accuracy score.
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.
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